Systematic Synthetic Phonics and Bilingual Learners: Primary School Teachers’ Perspectives, Perceptions and Experiences.

This study investigated primary school teachers’ perceptions, experiences, and pedagogical adaptations when delivering Systematic Synthetic Phonics (SSP) instruction to bilingual learners, particularly those identified as using English as an Additional Language (EAL). Against the backdrop of rising linguistic diversity in English primary schools, where over 22% of pupils use EAL, the research critically examined the suitability of SSP and the statutory Year 1 Phonics Screening Check (PSC) for supporting early reading development among bilingual pupils. Drawing on a mixed-methods approach, the study integrated a comprehensive literature review, analysis of national PSC datasets (2011–2024), and qualitative data from semistructured questionnaires and interviews with Key Stage 1 teachers. It is underpinned by sociocultural theory, second language acquisition (SLA), and early literacy development frameworks, including Vygotsky’s Zone of Proximal Development (ZPD), Cummins’ BICS/CALP distinction, and the Simple View of Reading (SVR). These theoretical lenses illuminated the complex interplay between decoding proficiency, language comprehension, and the sociolinguistic realities of bilingual learners. Findings from the PSC data revealed a consistent attainment gap of 1–2% between EAL and monolingual pupils, with EAL learners also more likely to be disapplied from the assessment altogether. While some literature suggested bilingual pupils may possess enhanced phonological awareness, the data suggested that systemic and contextual factors (such as interrupted schooling, orthographic differences between languages, and limited English exposure) may hinder performance. Questionnaire responses showed that although 57% of teachers adapt SSP instruction for EAL pupils, confidence levels varied, and 29% of respondents did not consider SSP and the PSC beneficial for bilingual learners. Interview data further highlighted concerns around the rigidity of SSP schemes, the relevance of pseudowords, and the emotional impact of grouping practices that isolate EAL pupils or place them with younger peers. Teachers reported using a range of adaptive strategies, including visuals, dual-language resources, tactile materials, and small group interventions. However, many felt constrained by the prescriptive nature of SSP programmes and the performative pressures of the PSC. The study identified a tension between policy-driven fidelity and the pedagogical flexibility required to meet diverse learner needs. It also underscored gaps in Initial Teacher Education (ITE) and Continuing Professional Development (CPD), which leave many educators underprepared to support bilingual pupils effectively. The study concluded by advocating for a more balanced and inclusive approach to early reading instruction; one that integrates SSP with rich vocabulary exposure, adaptive pedagogy, and formative assessment practices. Policy recommendations include revisiting the design and validity of the PSC for EAL learners, embedding training within ITE, and promoting adaptive teaching within SSP frameworks. Ultimately, the study calls for a reimagining of phonics pedagogy that recognises bilingual learners’ linguistic assets and supports equitable literacy outcomes in increasingly multilingual classrooms.

Name dc:type.qualificationname

ma

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2025

Author dc:creator

• Thomas, Ben

• LB1501 Addysg Gynradd
• P Ieitheg. Ieithyddiaeth

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:4091