Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581641
Title: A Q methodological study of the support valued by students with English as an additional language
Author: Stollery, R. L.
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2013
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Abstract:
This study investigated the viewpoints of students with English as an Additional Language (EAL). Specifically, I used Q methodology to highlight some of the viewpoints of learners with EAL on the strategies used by adults to support them in school. A Q set of 46 statements was produced, with each statement describing a strategy for supporting learners with EAL. The Q set was developed firstly through the use of two focus groups involving 11 students aged between 9 and 15, secondly through consultation with relevant professionals, and thirdly through a literature review. I then asked 30 participants aged between 9 and 18 to express their viewpoint through a Q sort exercise, by ranking strategies according to helpfulness. Factor analysis was used to identify viewpoints which were common to a group of participants. In the results section I present each of the emerging viewpoints as a Q sort arrangement, and also as a written description produced by interpreting the factor analysis results. The four viewpoints which emerge are discussed, along with the implications for professionals needing to provide personalised support, and also stay in touch with the viewpoints of individual students with EAL in school. It is hoped that the current research will address the need within the literature to include the voice of students with EAL in planning for their education.
Supervisor: Campbell, Lorraine Sponsor: Not available
Qualification Name: Thesis (D.Ed.C.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.581641  DOI: Not available
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