Constant Leung
English as an additional language – a genealogy of language-in-education policies and reflections on research trajectories
King's College School|King's College London
school population england linguistically diverse according official data one million pupils speak english first language teachers expected support english additional language eal development part professional responsibility time little specific curriculum assessment specification eal within mainstream curriculum first part chapter provide retrospective analytic account educational responses linguistic diversity since publication bullock report 1970s paying particular attention changing provisions conceptualisations underpin mainstreaming eal approach past 30 years discussion include examination particular ideological articulation notion equality education influenced approach second part suggest research concerned eal largely filtered mainstreamed lens focuses ways teaching learning assessment issues explored processoriented curriculum classroom perspective argued future development eal provision benefit critical research takes account alternative curriculum conceptualisations language development models