This edition focuses on language across the curriculum. A curriculum which has language at the very centre of learning is one which as EAL teachers we have always sought to promote in all our work. A view of language as a functional tool for thought should be the foundation for all curriculum planning and related pedagogy.
However, the sad truth is that the history of language across the curriculum as an educational initiative in England is a tale of missed opportunities, particularly in relation to secondary schooling. There have been two seminal moments in the last forty years when the chance to implement this initiative for the benefit of all students was within our grasp, only to let it slip away. The first was in the late 70s with the publication of ‘A Language for Life’, the report of the Bullock Committee. This was a wide-ranging report with many recommendations regarding language and reading. A great emphasis was also placed on the importance of language functions, and on initial and continuing teacher education on the role of language in learning.
Editorial (page 2)
View from the Chair (page 3)
Policy, Practice and Research
A case for using TKT: CLIL for Initial Teacher Training and CPD in EAL (page 4)
Family learning in mathematics (page 7)
Using Identity Texts as an additional strategy for developing literacy with secondary EAL and more advanced bilingual students (page 9)
Using the Knowledge Framework for planning in the primary curriculum (page 22)
Supporting assessment and progression in learning English as an additional language (page 27)
Providing greater opportunities and raising achievement 14 – 19: The benefits of using the IGCSE in ESL (page 29)
Multilingual capital: London Challenge and English as an Additional Language (page 31)
NALDIC News (page 34)
Reviews (page 38)