Abstract
This article discusses the conditions for the subject area English as an Additional Language (EAL) in the English school system. The research evidence (e.g. Tomlinson 2008) shows how the subject area has become marginalised since the 1980s. Against this background, I argue that EAL currently is not in a position to contribute to the creation of cosmopolitan imaginaries among students, parents and education professionals. In addition, I highlight that the paradigm
of inclusion, including the increasing use of teaching assistants, has further undermined EAL. With regard to Danish as a second language in the Danish school context, it is therefore worrying that a similar paradigm of inclusion and teaching assistants is becoming prominent in the Danish folkeskole. The themes of this article are inspired by observations made at two secondary schools (years 7-11) in East London, where I worked as a teaching assistant for EAL students for three months in early 2012.
of inclusion, including the increasing use of teaching assistants, has further undermined EAL. With regard to Danish as a second language in the Danish school context, it is therefore worrying that a similar paradigm of inclusion and teaching assistants is becoming prominent in the Danish folkeskole. The themes of this article are inspired by observations made at two secondary schools (years 7-11) in East London, where I worked as a teaching assistant for EAL students for three months in early 2012.
| Translated title of the contribution | Short-circuited cosmopolitanism: The marginalisation of English as an Additional Language |
|---|---|
| Original language | Other |
| Pages (from-to) | 71-78 |
| Number of pages | 8 |
| Journal | Sprogforum |
| Issue number | 55 |
| Publication status | Published - 1 Oct 2012 |