The article is based on Robert McGill’s research project conducted as part of an MSc Chartered Teacher studies programme. In the project Robert investigated oral language class teacher practices and the particular ways in which EAL teacher support can help class teachers to explore and develop oral language strategies in order to support teaching and learning for bilingual learners in a Primary 5 classroom in Scotland.
Action Research was the research methodology chosen as Robert wanted to research an area of interest which also would have an impact on teaching and learning. Robert used a variety of data collection methods: semi-structured interviews, documentation, photographs, a research diary and class based observations in order to gather a variety of data which Robert hoped would help to identify pertinent insights, issues and themes. The participants were a primary 5 classroom teacher, EAL teacher (researcher), two Primary 5 bilingual pupils, one Primary 4 bilingual pupil and one Primary 3 bilingual pupil. The bilingual pupils were selected because they were friends within and outside school and shared Nepali as their home language.