Exploring The Research Methods Used Throughout The National Curriculum And Literacy Instruction For The Eal Child Within The Classroom
This methodology will detail the research methods used within this study to examine and explore the issues raised within the literature review. It will discuss and justify the qualitative data analysis used during this case study.
Qualitative Approach to Research
Following the need to facilitate communication, language and literacy instruction for the EAL child within year one classroom (whose CL attainment is below ELGs), the emotive subject with regards to facilitation of linguistic provision through play within the national curriculum (2014) was highlighted. Therefore in conjunction with gaining a better understand of pedagogic philosophy and following extensive literature review, a qualitative approach to research was undertaken within two primary schools whose opposing views with regards to the ethos of play within the year one classroom had previously been noted.
The qualitative method through an ‘interpretive paradigm’ was used in the form of questionnaires, interviews and observations. Such a paradigm is thought by Basit (2010) to enable a more hermeneutic phenomenology being gained through a holistic qualitative methodology. However although interpretive analysis can be conducted by an inside /outside researcher, Cohen, Manion & Morrison (2011) identify how to enable validity and to remain impartial a greater clarity through personal knowledge of the situation, when evaluating interpretive data is crucial. Conversely Guarte & Barrios…