A systematic literature review of home-school partnership for learners with English as an Additional Language (EAL): a way forward for the UK and Ireland

被引：1

作者：

Stewart, Maria ^{[1
,2
]}

Skinner, Barbara ^{[1
]}

Hou, Heng ^{[1
]}

Kelly, Ronan ^{[1
]}

机构：

[1] Ulster Univ, Sch Educ, Coleraine, Londonderry, North Ireland

[2] St Marys Univ, Coll Belfast, Educ, Belfast, Antrim, North Ireland

来源：

IRISH EDUCATIONAL STUDIES | 2024年 / 43卷 / 02期

基金：

中国国家自然科学基金;

关键词：

Home-school partnership; English as an additional language; differing perspectives; interventions; systematic review; PARENTAL INVOLVEMENT; ENGAGEMENT; CHILDREN; LESSONS; SUPPORT; PARTICIPATION; ACHIEVEMENT; PERCEPTIONS; COMMUNITY; EDUCATION;

D O I：

10.1080/03323315.2022.2074072

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change.

引用

页码：301 / 327

页数：27