Samenvatting

This research identifies which risk and beneficial factors towards reading enjoyment in English and their native language are present for recent English as Additional Language (EAL) students in Key Stage 2. Initially, classroom teachers were interviewed and 113 children completed an anonymous questionnaire regarding resources, their social circle and opportunities to direct their own reading activities. Data shows that the reading proficiency of EAL children who attended the international school for less than two years, differed considerably between English and their native language. These EAL children were then interviewed to validate differences found in the questionnaire between EAL and non-EAL students, which revealed that EAL students from Year 5-6 had less affinity with reading than their peers and the resources in general. Moreover, most EAL children lacked a quiet environment to read in as well as books at home. The students enjoyed much autonomy, yet, rarely talked about reading, or had story time with their parents. Even children from Year 5-6 stated that they enjoy being read to. Due to the small scale of the project, the results fit these students at a specific moment and might be non-transferable to other situations. Additionally, the data only concerns opinions of participants and does not regard the reasons behind them or the situation at hand. However, this case example shows that the reading environment of EAL children still can and should be improved.