A Discourse of Diversity: Policy and Provision for the Teaching of English as an Additional Language in the UK
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The number of pupils in UK schools whose first language is not English has increased year on year for at least the last decade. There has been an equivalent increase in the number of schools for which the provision of English language support had previously not been an issue, and in the number of schools in which learners of English as an additional language (EAL) now exceed 50% of the total number of pupils registered. However, over an even longer period, and for various reasons, there has been a decline in the number of teachers specifically trained to teach EAL. In this paper, I begin by tracing the history of UK government policy with regard to the provision of language support for learners of EAL. I then describe a model of language support current in the 1990s, in which schools, local education authorities, and universities collaborated in the training and continuing professional development of specialist teachers of EAL. The next two sections outline, respectively, developments in the field since 2010, and the areas of competence in EAL all teachers in training are now required to demonstrate in order to qualify. Finally, I advance the broader argument that the current lack of specialised EAL teachers is one example of the gradual political undermining of the professionalism of teachers in the UK.
Abstract
The number of pupils in UK schools whose first language is not English has increased year on year for at least the last decade. There has been an equivalent increase in the number of schools for which the provision of English language support had previously not been an issue, and in the number of schools in which learners of English as an additional language (EAL) now exceed 50% of the total number of pupils registered. However, over an even longer period, and for various reasons, there has been a decline in the number of teachers specifically trained to teach EAL. In this paper, I begin by tracing the history of UK government policy with regard to the provision of language support for learners of EAL. I then describe a model of language support current in the 1990s, in which schools, local education authorities, and universities collaborated in the training and continuing professional development of specialist teachers of EAL. The next two sections outline, respectively, developments in the field since 2010, and the areas of competence in EAL all teachers in training are now required to demonstrate in order to qualify. Finally, I advance the broader argument that the current lack of specialised EAL teachers is one example of the gradual political undermining of the professionalism of teachers in the UK.
참고문헌 (21)
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