English as an additional language – a genealogy of language-in-education policies and reflections on research trajectories
English as an additional language – a genealogy of language-in-education policies and reflections on research trajectories
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英语作为附加语言——教育中语言政策的谱系和研究轨迹的反思
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发表时间：
2016
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影响因子：
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通讯作者：
C. Leung
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文献类型：
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作者：
C. Leung
摘要英格兰的学校人口语言多样;根据官方数据，超过100万的学生不把英语作为他们的第一语言。所有教师都应该支持英语作为一种额外语言（EAL）的发展，作为他们专业责任的一部分。与此同时，主流课程中几乎没有针对EAL的具体课程和评估规范。在本章的第一部分，我将提供一个回顾性的分析帐户的教育反应的语言多样性，因为在20世纪70年代的布洛克报告出版，特别注意到不断变化的规定和概念化的基础上的“主流EAL”的方法在过去的30年。讨论将包括审查影响这一方法的教育平等概念的特定意识形态表述。在第二部分，我会建议，有关EAL的研究已在很大程度上通过一个“主流”的透镜，重点是如何在教学，学习和评估问题，可以从过程导向的课程和课堂的角度进行探讨。它将被认为是EAL提供的未来发展将受益于批判性的研究，考虑到替代课程的概念和语言发展模式。
ABSTRACT The school population in England is linguistically diverse; according to official data, over one million pupils do not speak English as their first language. All teachers are expected to support English as an additional language (EAL) development as part of their professional responsibility. At the same time, there has been little specific curriculum and assessment specification for EAL within the mainstream curriculum. In the first part of this chapter, I will provide a retrospective analytic account of the educational responses to linguistic diversity, since the publication of the Bullock Report in the 1970s, paying particular attention to the changing provisions and conceptualisations that underpin the ‘mainstreaming EAL’ approach of the past 30 years. The discussion will include an examination of the particular ideological articulation of the notion of equality in education that has influenced this approach. In the second part, I will suggest that research concerned with EAL has been largely filtered through a ‘mainstreamed’ lens that focuses on the ways in which teaching, learning and assessment issues can be explored from a process-oriented curriculum and classroom perspective. It will be argued that future development in EAL provision will benefit from critical research that takes account of alternative curriculum conceptualisations and language development models.
伦敦的语言、种族和教育
DOI：
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发表时间：
2010
期刊：
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影响因子：
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作者：
Von Ahn, M.
通讯作者：
Von Ahn, M.