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English as an Additional/Second Language (EAL) in state-sector schools in England is regarded as a teaching and learning issue but it does not have curriculum subject status in the National Curriculum. In a great deal of curriculum and professional literature EAL is presented in terms of classroom processes and teaching strategies. Relatively little attention is paid to the specific issues concerning (additional or second) language learning per se. This paper sets out to trace the developments of this pedagogic view in wider social and educational policy discourse and to examine its impact on classroom practice. It is argued that the current conceptualisation of EAL is linked to a particular view on social integration of a linguistically and ethnically diverse society. Drawing on Bernstern's (1996) linked analytical concepts of competence and performance it is suggested that the current thinking has led to a number of questionable perceptions and practices associated with classroom pedagogy, curriculum provision and assessment. The discussion will also highlight the areas for further research and development.
Constant Leung (Thu,) studied this question.