Speaking English beyond the classroom: Identifying barriers and effecting change

Abstract

English as an Additional Language (EAL) learners often miss out on opportunities for language learning outside class because they find it difficult to break down barriers between their formal learning environment and the wider environment in which they live. This paper reports on an action research project that investigated learners’ experiences and perceptions of speaking English outside the classroom and how teacher intervention or ‘scaffolding’ could help learners overcome barriers to speaking English outside class. The study found that these interventions had positive outcomes in four main areas. The findings are discussed along with implications for EAL learners and practitioners.