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A Q Methodological Study of the Support Valued by Students with English as an Additional Language

Stollery, RL (2013) A Q Methodological Study of the Support Valued by Students with English as an Additional Language. DEdCPsy thesis, University of Sheffield.

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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.

Item Type: Thesis (DEdCPsy)
Keywords: EAL concourse Q
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Identification Number/EthosID: uk.bl.ethos.581641
Depositing User: Mr RL Stollery
Date Deposited: 17 Sep 2013 11:14
Last Modified: 03 Oct 2016 10:46
URI: http://etheses.whiterose.ac.uk/id/eprint/4428

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