The notion of inclusion for English as an additional language (EAL) (also referred to as English as a second language) for learners into the mainstream curriculum has been the subject of debate among educationalists and policy-makers in many parts of the English-speaking world. The issues concerning the integration of EAL students into the mainstream curriculum are multidimensional – the label of EAL itself appears to be partly linguistic, cultural, cultural, social, and political. The main purpose of this chapter is to give an account of the multidimensionality of EAL curriculum and practice. Reflecting on the nature of EAL curriculum and pedagogy within the mainstream education system in England will be first dealt with . The influences of wider concerns such as social integration and rights and entitlements to equal opportunity in public provision will be discussed next; recent experiences in England will be drawn on to illustrate the multidimensional nature of EAL policy and practice. The central assumption throughout this article is that EAL in mainstream schooling can only be understood properly if attention is paid to its unique position at the crossroads of educational, cultural, social, and ideological movements

Drawing from the framework of translanguaging and transculturing, this case study counters the notion of separatism in one’s multilingual competency as developing fluidity in language practices and identity. Building from definitions and integration of theories from translanguaging/transculturing and in the context of youth in a London school, and using the methodological tools of discourse analysis, this ethnographic case study examined how the case youth drew upon their entire semiotic repertoire i to materialize relationships and identities across her local and transnational social fields. Specifically, analyses of the trans dimention demonstrate how the youth progressively expanded their ‘trans’ scope across contexts of classroom, transnational family, and multilingual youth community, endorsing how the’ trans’ approach affords a more comprehensive look into the transnational youth’s literacy development and identity work.

This text is a guide to doing qualitative research in Education.In the first part of this work, I explore the nature of three methodologies used in educational research: the positivistic, the interpretive and the critical positions. This section will begin with a discussion of the educational scholar’s toolkit, including the distinction between methods, theories and approaches, the pros and cons of quantitative and qualitative approaches, the levels of analysis issue. This will be followed by a discussion of ontology, because it is chronologically and conceptually prior to the next step, epistemology In the second part of the article, I will critically assess two papers, reflecting different paradigms, and different ways of conducting educational research.

In this thesis, I suggest that translanguaging is a permanent process which is not only linked to switching from one language to another, but is also stretches the very nature of language itself This thesis implemented a qualitative approach in order to investigate teacher and student experiences linked to translanguaging practices. The data was collected through one method : individual semi-structured interviews. Thus, eight semi-structured interviews were conducted: two with the teacher and six individual interviews with students. The findings in this thesis suggest that the teachers were able to creatively challenge the institutional monolingualism in place in English state Schools. The findings also indicate that the teacher and the students perceived that the use of students’ L1 is deemed as a problem by the school but that those bias can be overcome at a local level. The implication of this study suggests that there is a need for more focus to be put on the use of a multilingual approach when teaching and learning the English language. In addition to the importance of acknowledging and emphasizing multilingual students’ right to receive adapted education in relation to the English subject, it also suggests that the multilingual perspectives need to become a priority in the teacher education and in policy documents, preparing teacher students and allowing teachers, who supports a multilingual approach, to teach English in a multilingual classroom