ABSTRACT
This study reviews the practice developed by a small, inner-city special school in supporting pupils whose home language is not English. A variety of methodologies were employed; some planned, while the need for others ‘evolved’ as the review progressed. Initially it was thought that the use of structured observation of pupils, together with the use of some published assessment material, would provide quantitative data on pupil communicative responses in order to make comparisons. However, it soon became apparent that this data would form only a small part of this research. The work presented here, has provided the foundations for a longer-term review process.
