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Research |
PolicyPupils learning English as an additional language (EAL) in the mainstream classroom raise issues not only of language and pedagogy, but also of rights and entitlements, social integration and equality of access to public provision. In England, de facto policy since the mid 1980s is that EAL pupils, with all pupils, have equal access and equal opportunity, with English as the preferred school language for minority pupils. Minority languages are valued and celebrated as worthwhile. However, academic attainment is only achieved through the medium of English. In the UK, the focus is on the effective practice of the teacher to deliver the English curriculum which is thought to be a good model for language learning. Other English-speaking countries have very different approaches to EAL and many have developed detailed language curricula and assessment for EAL pupils In the USA, minority pupils include a sizeable population of Spanish speakers and this demographic situation has influenced individual states' and schools' policies and provision. Canadian policy and provision cover both learning English as an additional language and bilingual teaching and learning in French and English. Australian states have developed EAL curriculum and assessment frameworks paralell to the mainstream curriculum.
Key ReadingsSummary - Integrating school-aged ESL learners into the mainstream curriculum A summary of this 2003 Leung article Integrating EAL learners into the mainstream curriculum C Leung (2004) NALDIC Quarterly 2.1 Paper 17: Globalisation, diaspora and language education in England Roxy Harris, Constant Leung and Ben Rampton (King's College London) ERICdigest (ED303051) giving an overview of the topic and full references to source more detailed information.
Rampton B, Harris R. & Leung C. (2001) Education in England and Speakers of Languages Other Than English. Working Paper 18, King's College London Working Papers on Urban Language and Literacies http://www.scilt.stir.ac.uk/Archive/EYL/January%20Conference /Conference%20papers/Bourne.html Bourne, J. (2001) Multilingualism in English Primary Schools. Languages Policy in the Isles, a conference to launch the European Year of Languages in Scotland. Scottish CILT.
WebsitesUnited Kingdom http://www.naldic.org.uk/docs/resources/KeyDocs.cfm An alphabetical database of key official reports and guidance concerning EAL The National Centre for English Language Teaching and Research, Sydney A bibliography of resources on bilingualism held in NCELTR Resource Centre and Macquaria University Library James Cook University, Australia Information and research support for LOTE (Languages Other than English) ESL and TESOL Victoria Association of TESOL and Multicultural Education ESL in the classroom, key policy and education documents A University of Toronto site on theory and practice of English as an additional language and French and English bilingual teaching and learning in Canada National Clearinghouse for English Language Acquisition King's College London Working Papers, Urban Language and Literacies A collection of papers on language and literacy in urban UK school contexts Center for Applied Linguistics
References and Further ReadingBourne, J (1989) Moving into the mainstream: LEA provision for bilingual pupils in England and Wales. Windsor : NFER-Nelson
Leung. C. (2001) 'English as an Additional Language: distinct language focus or diffused curriculum concerns?' in Language and Education Vol 15 no.1 Leung. C. (2003) Integrating school-aged ESL learners into the mainstream curriculum. London : Kings' College London Urban Language and Literacies Working Papers. Retrieved on 29th September, 2006 from:
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