Work

Othering through language: English as an Additional Language in England’s educational policy and practice

Year: 2022

Type: article

Abstract: About one‐fifth of the total school population in England was recorded as having English as an Additional Language (EAL) in 2018. This paper reflects on the problems presented by the lack of a comprehensive national strategy and guidance for EAL provision, support, and training, and how these issues reveal the existence of ethnocentrism within educational policy and practice in England. The findings are based on interviews with educational staff and participant observation in schools conducted in three schools in Manchester, UK between December 2019 and February 2020 as part of the Horizon 2020 MiCREATE project. The authors question whether categorizing multilingual pupils in opposition to monolingual English speakers serves any practical purpose or merely ‘others’ these children, and they call for broader recognition of multilingualism within the national curriculum and educational practice.

Source: Studies in Ethnicity and Nationalism

DOI: 10.1111/sena.12372

Authors: Aleksandra Szymczyk, Cosmin Popan, Shoba Arun

Institution: Manchester Metropolitan University

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,050