An exploration of school communication approaches for newly-arrived EAL students: applying three dimensions of organisational communication theory

Schneider, Claudia and Arnot, Madeleine (2017) An exploration of school communication approaches for newly-arrived EAL students: applying three dimensions of organisational communication theory. Cambridge Journal of Education. ISSN 0305-764X

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Official URL: http://dx.doi.org/10.1080/0305764X.2017.1329399

Abstract

This article explores the modes of school communication associated with language and cultural diversity, demonstrating how organisational communication theory can be applied to the analysis of schools’ communication responses to the presence of pupils who have English as an additional language (EAL). The article highlights three analytical dimensions: the external factors influencing school communication systems; communication models reflected in school structures; and the content of communication between stakeholders. An exploratory study of a primary and a secondary school in the East of England, involving 32 semi-structured interviews with school managers, teachers, EAL staff, parents and newly-arrived Eastern European students reveals the interactional and transactional models of communication in the primary school, while the secondary school frequently used a linear approach. Communication in both schools showed a lack of information about EAL students and their parents, hindering a sustained outreach and empowering partnership, and possibly placing these students at a disadvantage.

Item Type: Journal Article
Additional Information: This is an accepted manuscript of an article published in 'Cambridge Journal of Education', available online: http://dx.doi.org/10.1080/0305764X.2017.1329399
Keywords: school/teacher communication, migration, inclusion, EAL students
Faculty: Faculty of Health, Social Care & Education (for research post September 2011)
Depositing User: Dr Claudia Schneider
Date Deposited: 02 May 2017 09:11
Last Modified: 19 Jun 2017 10:43
URI: http://arro.anglia.ac.uk/id/eprint/701729

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