English as an additional language (EAL): decolonising provision and practice

Welply, Oakleigh

Abstract

This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a collaborative perspective, between an EAL advisory and support teacher and an academic member of staff working in university. Drawing on dialogues and co-analysis with EAL practitioners, this article reflects on limitations of current provision and practice and suggests alternative, decolonial and anti-racist approaches to the education of EAL students. At both school and university level, ‘one size fits all approaches’ tend to negate the deep historical, social and political roots and contexts which underpin the experiences of ‘EAL students’ at different levels of education. Issues related to equitable assessment, inclusion, linguistic support and anti-racism tend to be side lined in favour of a focus on language proficiency and attainment, which most often overshadows the complex experiences and needs of students labelled ‘EAL’. In this respect, the questions of relevant, decentred and decolonised curricula and forms of assessment that can promote inclusion for students who have experienced migration and are placed in monolingual educational environments in the UK are crucial. Through a decolonial perspective on the curriculum, language and pedagogical practice, inspired by postcolonial studies and Critical Race Theory, this paper discusses three main areas that emerged as crucial to a deeper and critical engagement with English as an Additional Language and the experience of students: (1) the need for a critical reflection on ideas of inclusion and mainstreaming; (2) active anti-racist work in schools and initial teacher training; and (3) decolonising assessment.

Citation

Welply, O. (2023). English as an additional language (EAL): decolonising provision and practice. The Curriculum Journal, 34(1), 62-82. https://doi.org/10.1002/curj.182

• Journal Article Type: Article
• Acceptance Date: Sep 10, 2022
• Online Publication Date: Sep 29, 2022
• Publication Date: 2023-03
• Deposit Date: Sep 20, 2022
• Publicly Available Date: Mar 21, 2023
• Journal: The Curriculum Journal
• Print ISSN: 0958-5176
• Electronic ISSN: 1469-3704
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 34
• Issue: 1
• Pages: 62-82
• DOI: https://doi.org/10.1002/curj.182
• Public URL: https://durham-repository.worktribe.com/output/1194137