The satisfaction of non-English communities with educational opportunities offered to their children who speak English as an additional language in state schools in Staffordshire

Manal Hendawi

Abstract

The study aimed to identify the satisfaction of non–English communities with educational opportunities offered to their children who speak English as an additional language in state schools in Staffordshire in United Kingdom. This study is one of the quantitative studies, to answer the research questions, the researcher applied the study tool it was a (questionnaire) designed using three points scale (agree, I do not know, disagree) , It contains (15) of , (20) questionnaires were distributed, all of them retrieved and were valid to use for statistical analysis, percentage were used to answer the study questions. The study finding showed %100 agreed that teachers make new arrival students feel welcome, provide support, encourage friendships, and make sensitive assessments of their current levels of attainment and learning needs, On the second level the percentage of (95%) agree for regular meetings are held for parents to make clear to them the strengths and weaknesses points of their children’s education that means there is a good relationship between parents and school and this relation will reflect on the students learning outcomes and performances. On the other hand (45%) agree that school developing specific resources which make the language of the curriculum accessible through. In general questionnaire analysis results found that there are conflict of views and results, this can be explained because most of parents have newly arrived in England, and the basic language barrier is one of the most important elements led to this conflict results. And on the other hand, the non-English speakers in the United Kingdom are dissatisfied with the education offered to their children. This is because the education leads to them losing their native identity, In view of the research results, recommendation given to make sure that teachers who are teaching non English speakers received training in EAL before service, and also make sure that schools supporting parents to understand how the education system works and how to support their child by giving them brochures and explanatory leaflets in the first day of school in different languages