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Language and Education Volume 32, 2018 - Issue 5: Engaging Language Policy from Macro to Micro Level: Migration and Language in Europe
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Original Articles

Intentions versus enactment: making sense of policy and practice for teaching English as an additional language

Naomi FlynnInstitute of Education, University of Reading, Reading, UKORCID Iconhttp://orcid.org/0000-0002-3710-9910
ORCID Icon &
Xiao Lan Curdt-ChristiansenDepartment of Education, University of Bath, Bath, UKCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8973-5251
ORCID Icon
Pages 410-427 | Received 27 Feb 2018, Accepted 08 May 2018, Published online: 30 May 2018

Citations (12)

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Read on this site (3)

Morrin Phiri, Loyiso C. Jita & Thuthukile Jita. (2023) “The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe. Language and Education 0:0, pages 1-17.
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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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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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Articles from other publishers (9)

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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Karen Forbes. (2023) School language policies: a case for research-informed, cohesive policies. Bulletin of Kazakh National Women's Teacher Training University:2, pages 22-30.
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Naomi Flynn, Annela Teemant, Kara Mitchell Viesca & Ratha Perumal. (2023) Effective Teachers of Multilingual Learners: A Mixed‐Method Study of UK and US Critical Sociocultural Teaching Practices . TESOL Quarterly.
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Reinelio Morales Llano. (2022) Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano. Colombian Applied Linguistics Journal 24:2.
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Kara Mitchell Viesca, Annela Teemant, Jenni Alisaari, Johanna Ennser-Kananen, Naomi Flynn, Svenja Hammer, Ratha Perumal & Sara Routarinne. (2022) Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries. Teaching and Teacher Education 113, pages 103649.
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Åsa Palviainen & Xiao Lan Curdt-Christiansen. 2022. Handbook of Early Language Education. Handbook of Early Language Education 167 192 .
Inmaculada Gómez Soler & Ronald Fuentes. (2021) Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools. Foreign Language Annals 54:1, pages 91-113.
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Chris Dixon, Jenny Thomson & Silke Fricke. (2020) Language and reading development in children learning English as an additional language in primary school in England. Journal of Research in Reading 43:3, pages 309-328.
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Åsa Palviainen & Xiao Lan Curdt-Christiansen. 2020. Handbook of Early Language Education. Handbook of Early Language Education 1 27 .

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