Linda Withey

This chapter examines Mass Observation’s study of children’s beliefs, attitudes and behaviour in 1930s Bolton.  Moving forwards to the 21st century, it compares the Mass Observation study with contemporary theories and policies relating to children, particularly the areas of well-being and play. The 80 year period witnessed changes in the industrial landscape of the town; education processes; average standard of living; family and community structures, all impacting on childhood. These developments have also impacted on the way children play, and where, seeing a well-documented shift  from ‘playing out’ on waste ground and parks to ‘playing in’ with the digital age offering a virtual playground. The authors conclude that it is necessary to see children in their own time, as they are, and not as adults remember or desire them to be.

The work investigates the approaches to the teaching and learning of English as an additional language in primary education, and, identifies the most appropriate and effective means of achieving this. Appreciating that the ethnic diversity within individual schools may result in a varying range of strategies, the objective was to identify a consistency of approach.
Additionally there is an examination of the role of learner support in classrooms, and the strategies employed by schools to develop effective communication with parents. The study is longitudinal in design and tracks a cohort of children from reception to year 2. Data collection draws on the strengths of both qualitative and quantitative paradigms and combines observations of children and staff, interviews with staff and, focus groups with parents. Alongside, are assessments of children, a review of records and policy documents, and an analysis of guidance and literacy strategies. The catalyst for the study came from comments made by practitioners, that parents from different ethnic backgrounds held differing views about how their children should be taught English as an additional language. Added to this, the researcher had observed the increasing numbers of children in local schools from differing language groups, and the concerns expressed by staff about the best way to tackle what at times seemed to be, an overwhelming problem in everyday practice. The one clear aim throughout the study was to throw useful light on effective teaching. Indeed, Evans (2002, p.228) raise the questions, ‘What use is educational research if it does not inform and impact upon what goes on in schools?’

The numbers of children in primary education (UK) who have English as a second or additional language is increasing, to the point that in some areas English speaking pupils are in the minority (Guardian 2013). How such children are being taught English language skills became the impetus for the research.
The focus of the study is on examining, the effectiveness of differing approaches to the teaching of English as a second language, the role of second language learner support, and the strategies used to communicate effectively with parents. This is a longitudinal study conducted over a three year period, as it follows a cohort of children from reception to year 2. In participation were 5 primary schools, 15 members of staff, around 150 children and 100 parents. The methodology involved the observation of children, and staff; interviews with staff; focus groups with parents; an analysis of national policy and literacy initiatives.
The findings revealed that across different schools the common feature was for the class teacher to take overall responsibility for the planning and implementation of strategies for teaching English. The role of support staff varied depending on the cultural make-up of the school. One significant difference was the extent to which creativity was employed in teaching; this was one factor that appeared to have the greatest impact on successful outcomes. The role of adult learner support was inconsistent, as was the opportunity for children to engage in peer tutoring with those who spoke English as their first language. All settings set out to establish strong links with parents, and acted in response to local needs.
The major implications of the study are on the need to address issues of cultural awareness, and specific second language teaching as part of both initial and in service training for teachers; the training of bi-lingual support workers needs to be more rigorous. One very clear aspect emerging from the study is the difference between schools and, therefore the educational experiences of children.