This is an ethnographic study of Arabic-speaking EAL refugee learners in North
East mainstream secondary schools. These learners, who come from diverse
cultural and linguistic backgrounds, are required to learn through English in order
to access the mainstream curriculum. The study aims to advance current
knowledge and fill a gap in literature by examining the challenges confronting
Arabic- speaking EAL learners and their teachers, in terms of language, literacy
and cultures, and in so doing make a contribution to British society in its efforts to
accommodate these learners.
