Language Development and Social Integration of Students with English as an Additional Language

Using empirical data, this volume explores the link between second language development and social integration of migrant school students.

Michael Evans (Author), Claudia Schneider (Author), Madeleine Arnot (Author), Linda Fisher (Author), Karen Forbes (Author), Yongcan Liu (Author), Oakleigh Welply (Author)

9781108493543, Cambridge University Press

Hardback, published 16 July 2020

234 pages, 2 b/w illus. 16 tables
17.5 x 25 x 2 cm, 0.58 kg

'A thorough, holistic analysis of the challenges and opportunities which arise in working with children of immigrant families in schools. It grounds their voices in a rich tapestry of international research, theory and practice. A powerful resource for those concerned about inclusive practices in our schools.' Dympna Devine, Professor of Education, University College Dublin

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

1. Introduction
2. Education and social integration for EAL students: narratives and debates
3. The international, national and regional policy context of social integration in schools
4. The methodology of researching EAL
5. Progression in language, learning and social integration
6. Towards an inclusive pedagogy for EAL in the multilingual classroom: principles and practices
7. Rethinking home-school communication for parents of migrant children
8. Conclusion.

Subject Areas: Philosophy & theory of education [JNA], Education [JN], Applied linguistics for ELT [EBAL], Language acquisition [CFDC]