Wardman, Clare (2013) Interactions between EAL pupils, specialist teachers and TAs during withdrawal from the mainstream in UK primary schools. Education 3-13, 41 (6). pp. 647-663.

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Abstract

Many primary school children with English as an additional language in the UK receive additional educational support. This article reports on a study comparing withdrawal sessions between teaching assistants (TAs) and specialist teachers. The findings show that the specialist teachers included more personalisation than TAs’ sessions, through the use of referential questions. Initiation, response, feedback (IRF) scripts were more often incomplete in TAs’ interactions and extension of the feedback stage was more common amongst teachers.

Item Type:	Article
Status:	Published
DOI:	10.1080/03004279.2011.621896
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > P Philology. Linguistics
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/525

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