Cover not available

In:Ethical Issues in Applied Linguistics Scholarship
Edited by Peter I. De Costa, Amr Rabie-Ahmed and Carlo Cinaglia
[Research Methods in Applied Linguistics 7] 2024
► pp. 266–284

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 15
Challenges of justice and equity for ethical English as an additional language in school education

 | King’s College London
Published online: 21 November 2024
DOI logo with link
https://doi.org/10.1075/rmal.7.17leu
Abstract
The ethical issues raised in this discussion are set against the backdrop of the English as an Additional Language (EAL) curriculum and teaching provision for school students from ethnolingusitic minority communities in England. At present over 19% of the school population is categorized as EAL users/learners. I will first provide a background description of the educational policy response to ethnolinguistic diversity in the past fifty years. The second part the discussion will focus on the educational consequences of the overwhelmingly monolingual English-language curriculum environment (except for foreign modern languages such as French). It will be shown that policy rhetoric and real-world consequences have not lined up coherently. After that I will examine the principles of equality and entitlement with reference to the works of Rawls, Taylor and others as they relate to the ‘mainstreaming’ approach to education provision in the context of ethnolinguistic diversity. I will conclude with some observations on the possible curricular and pedagogic provision that would begin to recognise minoritized EAL students’ language education needs. While the focus of this discussion is on EAL in England, it is hoped that some of the arguments for equity for all would resonate with the considerations for minoritized students on grounds of language, disabilities, gender and other issues in public education in other world locations.
Article outline
  • Introduction
  • English an additional language in school education in England
  • EAL — ethnolinguistic diversity and social justice
  • Reflections and looking ahead: EAL as an equitable
    and fair educational provision
    • Inclusive education ethos that recognizes difference
    • Pedagogic language models for linguistic diversity
    • Difference-oriented teacher professionalism
  • Concluding remarks
  • References
References (66)
References
Aronson, B., Banda, R., Johnson, A., Kelly, M., Radina, R., Reyes, G. S. S., & Wronowski, M. (2020). The Social Justice Teaching Collaborative: A collective turn towards critical teacher education. The Journal of Curriculum Studies Research, 2(2), 21–39. Google Scholar logo with link to Google Scholar
August, D., & Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. National Academy Press.Google Scholar logo with link to Google Scholar
Australian Curriculum, A. a. R. A. A. (2014). English as an Additional Language or Dialect teacher resource: EAL/D overview and advice. ACARAGoogle Scholar logo with link to Google Scholar
Avineri, N., Graham, L. R., Johnson, E. J., Riner, R. C., & Rosa, J. (Eds.). (2019). Language and social justice in practice. Routledge.Google Scholar logo with link to Google Scholar
Boliver, V., & Swift, A. (2011). Do comprehensive schools reduce social mobility? The British Journal of Sociology, 62(1), 89–110. Google Scholar logo with link to Google Scholar
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.Google Scholar logo with link to Google Scholar
Boyle, A., August, D., Tabaku, L., Cole, S., & Simpson-Baird, A. (2015). Dual language education programs: Current state policies and practices. U.S. Department of Education.Google Scholar logo with link to Google Scholar
Breen, M., Barratt-Pugh, C., Derewianka, B., House, H., Hudson, C., Lumley, T., & Rohl, M. (Eds.). (1997). Profiling ESL children: How teachers interpret and use National and State assessment frameworks (Vol. 1). DEETYA.Google Scholar logo with link to Google Scholar
Canagarajah, A. S. (2004). Subversive identities, pedagogical safe houses, and critical learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 116–137). Cambridge University Press. Google Scholar logo with link to Google Scholar
Casey, L. (2016). The Casey review: A review into opportunity and integration. Department for Communities and Local Government, London.Google Scholar logo with link to Google Scholar
Coffey, S., & Leung, C. (2015). Narrative inquiry for teacher development. In M. A. Vyas & Y. L. Patel (Eds.), Teaching English as a second language: A new pedagogy for a new century (pp. xxx). PHI Publishing.Google Scholar logo with link to Google Scholar
Collier, V. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21(3), 617–641. Google Scholar logo with link to Google Scholar
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning teaching, assessment — Companion volume. Council of Europe.Google Scholar logo with link to Google Scholar
Crookes, G. V. (2022). Critical language pedagogy. Language Teaching, 55(1), 46–63. Google Scholar logo with link to Google Scholar
Cummins, J. (1992). Language proficiency, bilingualism, and academic achievement. In P. A. Richard-Amato & M. A. Snow (Eds.), The multicultural classroom: Readings for content-area teachers (pp. 16–26). Longman.Google Scholar logo with link to Google Scholar
(2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters. Google Scholar logo with link to Google Scholar
(2008). BICS and CALP: Empirical and theoretical status of the distinction In B. V. Street & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed., pp. 71–83). Springer. Google Scholar logo with link to Google Scholar
de Sousa Santos, B. (2014). Epistemologies of the south: Justice against epistemicide. Routledge.Google Scholar logo with link to Google Scholar
Department for Education. (2020). English proficiency of pupils with English as an additional language — Ad-hoc notice. Department of Education, London.Google Scholar logo with link to Google Scholar
Department of Education and Science. (1971). The education of immigrants: Education survey 13. HMSO.Google Scholar logo with link to Google Scholar
. (1975). A language for life: Report of the Committee of Inquiry appointed by the Secretary of State for Education and Science under the chairmanship of Sir Alan Bullock / (Committee of Inquiry into Reading and the Use of English). HMSO.Google Scholar logo with link to Google Scholar
. (1985). Education for all: The report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups (The Swann Report). HMSO.Google Scholar logo with link to Google Scholar
Derrick, J. (1977). Language needs of minority group children. NFER.Google Scholar logo with link to Google Scholar
Dewey, J. (1953). Experience and education. MacMillan.Google Scholar logo with link to Google Scholar
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. Google Scholar logo with link to Google Scholar
García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.Google Scholar logo with link to Google Scholar
(2017). Translanguaging in schools: Subiendo y bajando, Bajando y subiendo as afterword. Journal of Language, Identity, and Education, 16(4), 256–263. Google Scholar logo with link to Google Scholar
García, O., Flores, N., Selzer, K., Li, W., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203–228. Google Scholar logo with link to Google Scholar
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Genesse, F. (Ed.). (1994). Educating second language children. Cambridge University Press.Google Scholar logo with link to Google Scholar
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12. Google Scholar logo with link to Google Scholar
(2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381–391. Google Scholar logo with link to Google Scholar
Hopkinson, J. (2022). Racism in memories of British schooling, 1960–1989 (Unpublished doctoral dissertation). University of Huddersfield. Retrieved on 26 June 2024 from [URL]
Hytten, K. (2015). Ethics in teaching for democracy and social justice. Democracy and Education, 23(2), 1–10.Google Scholar logo with link to Google Scholar
Jerrim, J., & Sims, S. (2019). How do academically selective school systems affect pupils’ social-emotional competencies? New evidence from the millennium cohort study. American Educational Research Journal, 56(5), 1769–1799. Google Scholar logo with link to Google Scholar
Johnson, K. E. (2009). Second language teacher education. A sociocultural perspective. Routledge. Google Scholar logo with link to Google Scholar
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analysing, recognizing, doing, and seeing. Routledge. Google Scholar logo with link to Google Scholar
Ladenson, R. F. (1975). Rawls’ principle of equal liberty. Philosophical Studies, 28(1), 49–54. Google Scholar logo with link to Google Scholar
Leung, C. (2009). Second language teacher professionalism In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 49–58). Cambridge University Press. Google Scholar logo with link to Google Scholar
(2013). Second/additional language teacher professionalism — What is it? In M. Olofsson (Ed.), Symposium 2012: Lärarrollen I svenska som andraspräk (pp. 11–27). Stockholms universitets förlag. Retrieved on 26 June 2024 from [URL]
(2022a). Action-oriented plurilingual mediation: A search for fluid foundations. In N. Figueras & D. Little (Eds.), Reflecting on the Common European Framework of Reference for Languages and its companion volume (pp. 78–92). Multilingual Matters. Google Scholar logo with link to Google Scholar
(2022b). Language proficiency: From description to prescription and back? Educational Linguistics, 1(1). Google Scholar logo with link to Google Scholar
(2022c). English as an additional language: A close-to-practice view of teacher professional knowledge and professionalism. Language and Education, 36(2), 170–187. Google Scholar logo with link to Google Scholar
Leung, C., & Teasdale, A. (1999). ESL teacher competence: Professional education and the nature of professional knowledge. In H. Trappes-Lomax & I. McGrath (Eds.), Theory in language teacher education (pp. 57–69). Pearson Education.Google Scholar logo with link to Google Scholar
Leung, C., & Valdés, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. The Modern Language Journal, 103(2), 348–370. Google Scholar logo with link to Google Scholar
Levin, H. (2010). A guiding framework for measuring educational equity. INES Network for the Collection and the Adjudication of System-Level Descriptive Information on Educational Structures, Policies and Practices, EDU/EDPC/INES/NESLI (2010)6, March 2010.Google Scholar logo with link to Google Scholar
Lin, A. (2001). Symbolic doimination and bilingual classroom practices in Hong Kong. In M. Heller & M. Martin-Jones (Eds.), Voices of authority: Education and linguistic difference (pp. 139–168). Ablex.Google Scholar logo with link to Google Scholar
Metsämuuronen, J. (2019). Educational assessment and some related indicators of educational equality and equity. Education Quarterly Reviews, 770–788. Google Scholar logo with link to Google Scholar
Ministry of Education. (1963). English for immigrants. HMSOGoogle Scholar logo with link to Google Scholar
Mohan, B., Leung, C., & Davison, C. (Eds.). (2001). English as a second language in the mainstream: Teaching, learning, and identity. Longman.Google Scholar logo with link to Google Scholar
Murnane, R. J., & Papay, J. P. (2010). Teachers’ views on No Child Left Behind: Support for the principles, concerns about the practices. Journal of Economic Perspectives, 24(3), 151–166. Google Scholar logo with link to Google Scholar
National Academies of Sciences, E., Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. The National Academies Press.Google Scholar logo with link to Google Scholar
Norton, B. (2008). Identity, language learning, and critical pedagogies. In J. Cenoz & N. H. Hornberger (Eds.), Encyclopedia of language and education, Vol. 6: Knowledge about language (2nd ed., pp. 1–13). Springer. Google Scholar logo with link to Google Scholar
Organisation for Economic and Cultural Development. (2013). PISA 2012 Results: Excellence through equity, Vol. II: Giving every student the chance to succeed. Retrieved on 26 June 2024 from [URL]
Poehner, M. E., & Lantolf, J. P. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49–72. Google Scholar logo with link to Google Scholar
Rawls, J. (1971). A theory of justice. Harvard University Press. Google Scholar logo with link to Google Scholar
(2001). Justice as fairness: A restatement (ed. by Erin Kelly). Harvard University Press. Google Scholar logo with link to Google Scholar
Schissel, J., Leung, C., López-Gopar, M., & Davis, J. R. (2018). Multilingual learners in language assessment: Assessment design for linguistically diverse communities. Language and Education, 32(2), 167–182. Google Scholar logo with link to Google Scholar
Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. (2017). Effects of dual-language immersion programs on student achievement: Evidence from lottery data. American Educational Research Journal, 54(1), 2825–3065. Google Scholar logo with link to Google Scholar
Stein, Z. (2017). Social justice and educational measurement: John Rawls, the history of testing, and the future of education. Routledge.Google Scholar logo with link to Google Scholar
Strand, S., & Hessel, A. (2018). English as an Additional Language, proficiency in English and pupils’ educational achievement: An analysis of local authority data. The Bell Foundation & Oxford University.Google Scholar logo with link to Google Scholar
Strand, S., & Lindorff, A. (2021). English as an Additional Language, proficiency in English and rate of progression: Pupil, school and LA variation. The Bell Foundation & Oxford University.Google Scholar logo with link to Google Scholar
Taylor, C. (1992). Multiculturalism and “the politics of recognition”. Princeton University Press.Google Scholar logo with link to Google Scholar
Thomas, W. P., & Collier, V. (1997). School effectiveness for language minority students. Center for the Study of Language and Education, George Washington University.Google Scholar logo with link to Google Scholar
Troyna, B., & Williams, J. (1986). Racism, education and the state. Routledge.Google Scholar logo with link to Google Scholar
Villegas, A. M., Ciotoli, F., & Lucas, T. (2017). A framework for preparing teachers for classrooms that are inclusive of all students. In L. Florian & N. Pantić (Eds.), Teacher education for the changing demographics of schooling. Springer. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue