Challenging language inequalities, bringing linguistic diversity to the forefront in language education practice and policy

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Just under 20 per cent of pupils in the UK are recorded as having a first language other than English (DfE 2022). While the National Curriculum states that ability in other languages must be taken account of when teaching students who use English as an additional language (EAL), it does not provide any scope for teaching and learning in languages other than English (DfE 2014:9). This demonstrates what might be described as a monolingual mind-set and exemplifies Blackledge's (2002) assertion that powerful structures prevent multilingual people from activating their multilingual and multicultural capital in educational institutions. In my doctoral research, I focused on developing strategies to harness the linguistic repertoires of EAL students and to promote multilingualism in schools. Students' attitudes and perceptions of their own multilingualism revealed a strong tendency to devalue minority languages in British mainstream classrooms and attempts to bring multilingualism to the forefront were met with a range of responses including prejudice, shame, protectiveness as well as pride and joy in using multiple languages in the mainstream. Part 1 of my PhD used a survey carried out with 223 respondents across three schools to obtain accurate representations of the languages spoken in schools and further linguistic characteristics such as proficiencies and attitudes towards languages other than English. Part 2 focussed on a case study of students in one classroom which evidenced children's views as vital for research, policy, and practice. The proposed project will continue to challenge language inequalities. Building links with the National Association of Languages Development in the Curriculum (NALDIC) and local Learning Trusts, the project would provide a representative account of the linguistic repertoires and views of secondary school students in order to judge potential responses to pedagogies which encompass and harness linguistic diversity, identifying challenges that may be faced in its implementation. This research is crucial to providing an evidence-based approach to making change in curriculum and teacher training for more representational language development in the UK. Blackledge, A. (2002) The Discursive Construction of National Identity in Multilingual Britain, Journal of Language, Identity and Education, 1:1, 67-87Department for Education (2014) The National Curriculum in England. Key Stages 3 and 4 Framework Document. Department for Education (2022) Schools, pupils and their characteristics.