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Language and Education Volume 30, 2016 - Issue 2: Researching language-in-education in diverse, twenty-first century settings
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Articles

English as an additional language – a genealogy of language-in-education policies and reflections on research trajectories

Constant LeungKing's College London, Department of Education & Professional Studies,London, United KingdomCorrespondence[email protected]
Pages 158-174 | Received 30 Sep 2015, Accepted 30 Sep 2015, Published online: 02 Nov 2015

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Ben A. Coldham. (2023) Inside the bubble: English as an additional language policy in British international schools. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Olena Gundarina & James Simpson. (2022) A monolingual approach in an English primary school: practices and implications. Language and Education 36:6, pages 523-543.
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Peter I. De Costa, Matthew D. Coss & Constant Leung. (2022) Looking Back and Forward: Language Assessment Insights from Constant Leung. Language Assessment Quarterly 19:5, pages 538-546.
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Linda Harklau & M. Katherine Ford. (2022) English learner education and teacher preparation in the U.S.: an interpretive language education policy analysis. Language and Education 36:2, pages 137-151.
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Gabrielle Flockton & Clare Cunningham. (2021) Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English. Journal of Education for Teaching 47:2, pages 220-233.
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Tracey Costley, Christina Gkonou, Florence Myles, Karen Roehr-Brackin & Angela Tellier. (2020) Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning. The Language Learning Journal 48:5, pages 643-655.
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Xiao Lan Curdt-Christiansen. (2020) Educating migrant children in England: language and educational practices in home and school environments. International Multilingual Research Journal 14:2, pages 163-180.
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Alison Davies. (2019) Tradition and transformation: Pakistani-heritage young people explore the influences upon their educational progress. Race Ethnicity and Education 22:5, pages 683-702.
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Naomi Flynn. (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education 40:1, pages 65-82.
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Naomi Flynn. (2019) Facilitating evidence-informed practice. Teacher Development 23:1, pages 64-82.
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Mari Haneda & Brandon Sherman. (2018) ESL Teachers’ Acting Agentively Through Job Crafting. Journal of Language, Identity & Education 17:6, pages 402-415.
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Naomi Flynn & Xiao Lan Curdt-Christiansen. (2018) Intentions versus enactment: making sense of policy and practice for teaching English as an additional language. Language and Education 32:5, pages 410-427.
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Michael Evans & Yongcan Liu. (2018) The Unfamiliar and the Indeterminate: Language, Identity and Social Integration in the School Experience of Newly-Arrived Migrant Children in England. Journal of Language, Identity & Education 17:3, pages 152-167.
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Jeanne Sinclair & Clarissa Lau. (2018) Initial assessment for K-12 English language support in six countries: revisiting the validity–reliability paradox. Language and Education 32:3, pages 257-285.
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Prue Holmes, Richard Fay & Jane Andrews. (2017) Education and migration: languages foregrounded. Language and Intercultural Communication 17:4, pages 369-377.
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Yongcan Liu, Linda Fisher, Karen Forbes & Michael Evans. (2017) The knowledge base of teaching in linguistically diverse contexts: 10 grounded principles of multilingual classroom pedagogy for EAL. Language and Intercultural Communication 17:4, pages 378-395.
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Articles from other publishers (26)

James Spencer. (2023) Working together: why language policies of international schools must evolve to incorporate collaborative strategies between EAL and the mainstream. Journal of Research in International Education.
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Oakleigh Welply. (2022) English as an additional language ( EAL ): Decolonising provision and practice . The Curriculum Journal 34:1, pages 62-82.
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Monika Kavalir & Ina Poteko. (2022) “The First Language in My Head”: Student Attitudes to L2 English and L1 Slovene. ELOPE: English Language Overseas Perspectives and Enquiries 19:2, pages 35-61.
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Aleksandra Szymczyk, Cosmin Popan & Shoba Arun. (2022) Othering through language: English as an Additional Language in England’s educational policy and practice. Studies in Ethnicity and Nationalism 22:2, pages 117-131.
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Åsa Palviainen & Xiao Lan Curdt-Christiansen. 2022. Handbook of Early Language Education. Handbook of Early Language Education 167 192 .
Christina Hedman & Ulrika Magnusson. (2021) Researching the Complexities of the School Subject Swedish as a Second Language: A Linguistic Ethnographic Project in Four Schools. Languages 6:4, pages 205.
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Cherelle McDonald. (2021) Language in multilingual classrooms: Discourses regarding language and teaching practice in linguistically diverse primary schools. Educational and Child Psychology 38:4, pages 35-47.
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Rosemary Erlam, Jenefer Philp & Diana Feick. 2021. Teaching Languages to Adolescent Learners. Teaching Languages to Adolescent Learners.
Carol Benson, Kara D. Brown & Bridget Goodman. 2021. Annual Review of Comparative and International Education 2020. Annual Review of Comparative and International Education 2020 215 237 .
Carol Benson, Kara D. Brown & Bridget Goodman. 2021. Annual Review of Comparative and International Education 2020. Annual Review of Comparative and International Education 2020 83 97 .
James Spencer. (2021) Understanding EAL: International Secondary School Teachers’ Experiences and Attitudes in Ukraine and Eastern Europe. Journal of Research in International Education 20:2, pages 171-186.
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Michael Evans, Claudia Schneider, Madeleine Arnot, Linda Fisher, Karen Forbes, Yongcan Liu & Oakleigh Welply. 2020. Language Development and Social Integration of Students with English as an Additional Language. Language Development and Social Integration of Students with English as an Additional Language.
Gary N. ChambersGabriela Meier. 2020. Curriculum Integrated Language Teaching. Curriculum Integrated Language Teaching 165 186 .
Gary N. Chambers. 2020. Curriculum Integrated Language Teaching. Curriculum Integrated Language Teaching.
Linda Harklau & Anna H. Yang. (2019) Educators’ construction of mainstreaming policy for English learners: a decision-making theory perspective. Language Policy 19:1, pages 87-110.
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Robert Sharples. 2019. Ontologies of English. Ontologies of English 315 334 .
Hang Chan & Hiu Ngai Jessica Cheuk. (2020) Revisiting the notion of ESL: A corpus-based analysis of English textbook instructional language. Ampersand 7, pages 100066.
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Åsa Palviainen & Xiao Lan Curdt-Christiansen. 2020. Handbook of Early Language Education. Handbook of Early Language Education 1 27 .
Marianne Turner & Joel Windle. (2019) Exploring the Positioning of Teacher Expertise in TESOL‐Related Curriculum Standards. TESOL Quarterly 53:4, pages 939-959.
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CONSTANT LEUNG & GUADALUPE VALDÉS. (2019) Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World. The Modern Language Journal 103:2, pages 348-370.
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Katie B. Howard, Napoleon Katsos & Jenny L. Gibson. (2019) The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis. Research in Developmental Disabilities 87, pages 9-20.
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Constant Leung. 2018. Second Handbook of Information Technology in Primary and Secondary Education. Second Handbook of Information Technology in Primary and Secondary Education 1 20 .
Constant Leung. 2019. Second Handbook of English Language Teaching. Second Handbook of English Language Teaching 297 316 .
Ali Dincer. (2018) Motivational Factors in Multilingual Students' Learning Additional Languages: The Case of English and Turkish. Eurasian Journal of Applied Linguistics 4:2, pages 275-299.
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Alissa Blair, Mari Haneda & Frances Nebus Bose. (2018) Reimagining English‐Medium Instructional Settings as Sites of Multilingual and Multimodal Meaning Making. TESOL Quarterly 52:3, pages 516-539.
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Ghazala Bhatti & Gail McEachron. 2017. A Companion to Research in Teacher Education. A Companion to Research in Teacher Education 681 696 .

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