Barnes, D. and Barnes, D. (1984) Versions of English. London: Heinemann.Google Scholar

Barnes, D., Britton, J., and Rosen, H. (1971). Language, the Learner and the School. Harmondsworth: Penguin.Google Scholar

Cox, B. (1991). Cox on Cox: An English Curriculum for the 1990s. London: Hodder and Stoughton.Google Scholar

Cox, B. (1992). The Great Betrayal: Memoirs of a Life in Education. London: Chapmans.Google Scholar

Departmental Committee of the Board of Education. (1921). The Teaching of English in England (known as The Newbolt Report). London: His Majesty’s Stationery Office.Google Scholar

Department for Education. (1975). A Language for Life (known as The Bullock Report). London: Her Majesty’s Stationery Office.Google Scholar

Department for Education. (1984). English for Ages 5–16. London: Her Majesty’s Stationery Office.Google Scholar

Department for Education. (1986). Responses to English for Ages 5–16. London: Her Majesty’s Stationery Office.Google Scholar

Department for Education. (1988). Knowledge about Language. London: Her Majesty’s Stationery Office.Google Scholar

Department for Education. (1989). English for ages 5–16. London: Her Majesty’s Stationery Office.Google Scholar

Department for Education. (2018). www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study.Google Scholar

Departmental Committee of the Board of Education. (1921). The Teaching of English in England (The Newbolt Report). London: His Majesty’s Stationery Office.Google Scholar

Dixon, J. (1975). Growth through English: Set in the Perspective of the Seventies. Oxford: Oxford University Press.Google Scholar

Eagleton, T. (1975). Literary Theory: An Introduction. Oxford: Blackwells.Google Scholar

Gibbons, S. (2017). English and Its Teachers: A History of Policy, Pedagogy and Practice. Abingdon: Routledge.CrossRefGoogle Scholar

Goodwyn, A. (1992a). Theoretical models of English teaching. English in Education, 26(3), 4–10.CrossRefGoogle Scholar

Goodwyn, A. (1992b). English Teaching and Media Education. Buckingham: Open University Press.Google Scholar

Goodwyn, A. (2003). Literacy or English: The struggle for the professional identity of English teachers in England. In Homer, D., Doecke, B., and Nixon, H., eds., English Teachers at Work: Narratives, Counter-Narratives and Arguments (pp. 123–135). Kent Town, South Australia: Wakefield Press.Google Scholar

Goodwyn, A. (2004). Literacy versus English: A professional identity crisis. In Goodwyn, A. and Stables, A., eds., Learning to Read Critically in Language and Literacy Education (pp. 192–205). London: Sage.Google Scholar

Goodwyn, A. (2010). The Expert Teacher of English. London: Routledge.Google Scholar

Goodwyn, A. (2011a). The impact of the Framework for English: Teachers’ struggle against ‘informed prescription’. In Goodwyn, A. and Fuller, C., eds., The Great Literacy Debate (pp. 117–135). London: Routledge Falmer.Google Scholar

Goodwyn, A. (2011b). Becoming an English teacher: Identity, self knowledge and expertise. In Davison, J. and Moss, J., eds., Debates in English (pp. 18–36). London: Routledge.Google Scholar

Goodwyn, A. (2016). Still growing after all these years? The resilience of the ‘Personal Growth model of English’ in England and also internationally. English Teaching, Practice and Critique, 15(2), 7–21.CrossRefGoogle Scholar

Goodwyn, A. (2017). From Personal Growth (1966) to Personal Growth and Social Agency – Proposing an invigorated model for the twenty-first century. English in Australia, 52(1), 66–73.Google Scholar

Goodwyn, A. (2018). From personal growth [1966] to personal growth and social agency [2016] – Proposing an invigorated model for the twenty-first century. In Goodwyn, A., Durrant, C., Sawyer, W., and Scherff, L., eds., The Future of English Teaching Worldwide and Its Histories: Celebrating 50 Years from the Dartmouth Conference. London: Routledge.Google Scholar

Goodwyn, A. and Findlay, K. (1999). The Cox Models revisited: English teacher’s views of their subject and the National Curriculum. English in Education, 33(2), 19–31.Google Scholar

Goodwyn, A. and Fuller, C., eds. (2011). The Great Literacy Debate. London: Routledge.Google Scholar

Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D., and Scherff, E., eds. (2018). The Future of English Teaching Worldwide and Its Histories: Celebrating 50 Years from the Dartmouth Conference. London: Routledge.Google Scholar

Hilliard, C. (2012). English as a Vocation: The Scrutiny Movement. Oxford: Oxford University Press.CrossRefGoogle Scholar

Hunter, I. (1987). Culture, education, English: Building “the principal scene of the real life of children”. Economy and Society, 16, 568–588.Google Scholar

Hunter, I. (1988). Culture and Government: The Emergence of Literary Education. London: Macmillan.Google Scholar

Kress, G., Jewitt, C., Bourne, J. et al. (2003). English in Urban Classrooms: A Multimodal Perspective on Teaching and Learning. Oxford: Routledge.Google Scholar

Leavis, F. R. (1962). The Great Tradition. Harmondsworth: Penguin.Google Scholar

Leavis, F. R. and Thompson, D. (1933). Culture and Environment. London: Chatto and Windus.Google Scholar

Marshall, B. (2000). English Teachers – The Unofficial Guide: Researching the Philosophies of English Teachers. London: Routledge.Google Scholar

Mathieson, M. (1975). The Preachers of Culture: A Study of English and Its Teachers. Oxford: George Allen and Unwin.Google Scholar

Myhill, D., Lines, H., Watson, A., and Jones, S. (2011). Rethinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166.Google Scholar

OECD. (2015). Excellence and Equity in Education. Vol. 1. http://dx.doi.org/10.1787/9789264266490-en.CrossRefGoogle Scholar

Richards, I. A. (1924). The Principles of Literary Criticism. London: Routledge and Kegan Paul.CrossRefGoogle Scholar

Richards, I. A. (1929). Practical Criticism. London: Routledge and Kegan Paul.Google Scholar

Rosenblatt, L. (1938/1970). Literature as Exploration. New York: MLA.Google Scholar

Sampson, G. (1921). English for the English. Cambridge: Cambridge University Press.Google Scholar

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.Google Scholar

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.Google Scholar

Alsup, J. (2015). A Case for Teaching Literature in the Secondary School. New York: Routledge.Google Scholar

AQA. (2016). GCSE English Language Specification. Online. Available from http://filestore.aqa.org.uk/resources/english/specifications/AQA-8700-SP-2015.PDFGoogle Scholar

Bakhtin, M. (1975/1981). The Dialogic Imagination. Austin, TX: University of Texas.Google Scholar

Barton, G. (2013). Don’t Call It Literacy!. Abingdon: Routledge.Google Scholar

Bleiman, B. (2016). Online. Group Work – Had We But Time Enough. Available from www.englishandmedia.co.uk/blog/group-work-had-we-but-time-enoughGoogle Scholar

Boulter, S. (2017). Education from a biological point of view. Studies in Philosophy and Education, 36(2), 167–182.Google Scholar

Brooks, P. (1979). “Godlike Science/Unhallowed Arts”: Language, nature, and monstrosity. The Endurance of Frankenstein: Essays on Mary Shelley’s Novel. Berkley, CA: University of California Press, 205–220.Google Scholar

Coughlan, S. (2016). Online. Accessed 27 June 2018 from www.bbc.co.uk/news/education-38157811Google Scholar

Davison, J. and Daly, C. (2014). Learning to Teach English in the Secondary School. Abingdon: Routledge.Google Scholar

Department for Education. (2010). Online. Available from http://webarchive.nationalarchives.gov.uk/20110202094241/http://nationalstrategies.standards.dcsf.gov.uk/primaryGoogle Scholar

Department for Education. (2011). Online. Available from www.gov.uk/government/publications/teachers-standardsGoogle Scholar

Department for Education. (2013). Online. Available from www.gov.uk/government/uploads/system/uploads/attachment_data/file/244215/SECONDARY_national_curriculum_-_English2.pdfGoogle Scholar

Department for Education. (2014). The National Curriculum in England Framework Document. Online. Available from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/381344/Master_final_national_curriculum_28_Nov.pdfGoogle Scholar

DES and the Welsh Office. (1989). English for Ages 5–16, (The Cox Report). London: HMSO.Google Scholar

Dewey, J. (1938/1997). Experience and Education. New York: Touchstone.Google Scholar

Dixon, J. (1967). Growth through English. Huddersfield: NATE Publications.Google Scholar

Dixon, J. (2009). English renewed: Visions of English among teachers of 1966. English in Education, 43 (3), 241–250.Google Scholar

Dominiczak, P. (2013). Online. Accessed 27 June 2018 from www.telegraph.co.uk/education/educationnews/10166020/Michael-Gove-new-curriculum-will-allow-my-children-to-compete-with-the-very-best.htmlGoogle Scholar

Douthwaite, A. (2015). Stone cold: Worthy of study? Changing English, 22(1), 14–25.Google Scholar

Eaglestone, R. (2002). Doing English. 2nd ed. London: Routledge.CrossRefGoogle Scholar

Enstone, L. (2017). Time to Stop PEE-ing? Teaching English (13), 33–36.Google Scholar

Findlay, K. (2010). The Professional Identity of English Teachers in the Secondary School. Coventry, BERA.Google Scholar

Gardner, P. (2017). Worlds apart: A comparative analysis of discourses of English in the curricula of England and Australia. Education in English, 51(2), 170–187.Google Scholar

Gibb, N. (2015). How E. D. Hirsch Came to Shape UK Government Policy. London: Policy Exchange. Also online. Accessed 26 June 2018 from policyexchange.org.uk/wp-content/uploads/2016/09/knowledge-and-the-curriculum.pdfGoogle Scholar

Gibbons, S. (2014). The London Association for the Teaching of English 1947–67: A History. London: Institute of Education Press.Google Scholar

Giovanelli, M. and Mason, J. (2015). ‘Well I don’t feel that’: Schemas, worlds and authentic reading in the classroom. English in Education, 49(1), 41–55.Google Scholar

Goodwyn, A. (1992). English teachers and the Cox models. English in Education, 4–10.Google Scholar

Goodwyn, A. (2011). The Expert Teacher of English. Abingdon: Routledge.Google Scholar

Green, A. and McIntyre, J. (2011). ‘What is English?’. Becoming a Reflective English Teacher. Maidenhead: Open University Press/McGraw-Hill, 6–25.Google Scholar

Hirsch, E. (1999). The Schools We Need: And Why We Don’t Have Them. New York: Anchor Books.Google Scholar

Husbands, C. (2015). Which Knowledge Matters Most? London: Policy Exchange.Google Scholar

Jones, S., Myhill, D., and Bailey, T. (2013). Grammar for writing? An investigation into the effect of contextualised grammar teaching on student writing. Reading and Writing, 28(8), 1241–1263.Google Scholar

Knights, B. (2015). English studies: A very brief history. In Brindley, S. and Marshal, B., eds., Masterclass in English Education (pp. 5–15). London: Bloomsbury.Google Scholar

Leavis, F. R. (2008/1948). The Great Tradition. London: Faber and Faber.Google Scholar

Locke, J. (1690/2004). An Essay Concerning Human Understanding. Harmondsworth: Penguin.Google Scholar

Locke, T. (2015). Paradigms of English. In Brindley, S. and Marshal, B., eds., Masterclass in English Education (pp. 5–15). London: Bloomsbury.Google Scholar

Lyotard, J. (1984). The Postmodern Condition: A Report on Knowledge. Manchester, UK: Manchester University Press.Google Scholar

McCallum, A. (2012). Creativity and Learning in Secondary in English. Abingdon: Routledge.Google Scholar

Medway, P. (1980). Finding a Language. London: Chameleon.Google Scholar

Mercer, N. (2008). The Guided Construction of Knowledge. Clevedon, UK: Multilingual Matters Ltd.Google Scholar

Middlesex University. (2018). Online. Accessed 26 June 2018 from www.mdx.ac.uk/courses/undergraduate/englishGoogle Scholar

Ofsted (2012). Moving English Forward. Online. Available from www.gov.uk/government/uploads/system/uploads/attachment_data/file/181204/110118.pdfGoogle Scholar

Oxford English Dictionary. (2011). Oxford, UK: Oxford University Press. Online. Accessed 31 July 2018 from www.oed.comGoogle Scholar

Perryman, J., Ball, S., Maguire, M., and Braun, A. (2011). Life in the pressure cooker – School League Tables and English and mathematics teachers’ responses to accountability in a results-driven era. British Journal of Educational Studies, 59(2), 179–195.Google Scholar

QAA. (2015). Subject Benchmark Statement: English. Online. Available from www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-english-15.pdf?sfvrsn=4f9df781_12Google Scholar

QCA. (2007). English Programme of Study for Key Stage 3 and Attainment Targets. Online. Available from http://archive.teachfind.com/qcda/curriculum.qcda.gov.uk/uploads/QCA-07-3332-pEnglish3_tcm8–399.pdfGoogle Scholar

Richards, I. A. (1929). Practical Criticism. London: Routledge and Kegan Paul.Google Scholar

Rigney, D. (2010). The Matthew Effect. New York, NY: Columbia University Press.Google Scholar

Rosen, H. (2017). Neither Bleak House nor Liberty Hall: English in the curriculum. In Richmond, J., ed., Harold Rosen: Writings on Life, Language and Learning, 1958–2008 (pp. 73–89). London: UCL, Institute of Education Press.Google Scholar

Royal Holloway, University of London. (2018). Online. Accessed 31 July 2018 from www.royalholloway.ac.uk/studying-here/undergraduate/english/english/Google Scholar

Ryle, G. (1949). The Concept of Mind. Chicago, IL: University of Chicago Press.Google Scholar

Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.Google Scholar

Shelley, M. (1818/2000). Frankenstein. Boston: Bedford/St Martin’s.Google Scholar

Snow, C. (2008). The Two Cultures. Cambridge: Cambridge University Press.Google Scholar

Steinbeck, J. (1937/2000). Of Mice and Men. London: Longman.Google Scholar

Swindells, R. (1993). Stone Cold. London: Penguin.Google Scholar

Warner, L. (2004). To PEE or Not to PEE? When there’s a question. The Secondary English Magazine, 20–21.Google Scholar

Womack, P. (1993). What are essays for? English in Education, 27(2), 42–48.Google Scholar

Yandell, J. (2014). The Social Construction of Meaning: Reading Literature in Urban English Classrooms. Abingdon: Routledge.Google Scholar

Young, M. (2009). Bringing Knowledge Back in: From Social Constructivism to Social Realism in the Sociology of Education. London: Routledge.Google Scholar

Arnot, M., Schneider, C., Evans, M. et al. (2014). School Approaches to the Education of EAL Students. Cambridge: The Bell Educational Trust Limited.Google Scholar

Bailey, E. G. and Marsden, E. (2017). Teachers’ views on recognising and using home languages in predominantly monolingual primary schools. Language and Education, 31(4), 283–206. http://doi.org/10.1080/09500782.2017.1295981Google Scholar

Ball, A. F. and Muhammad, R. J. (2003). Language diversity in teacher education and in the classroom. In Smitherman, G. and Villanueva, V., eds., Language Diversity in the Classroom: From Intention to Practice (pp. 76–88). Carbondale, IL: Southern Illinois University Press.Google Scholar

Bijvoet, E. and Fraurud, K. (2015). What’s the target? A folk linguistic study of young Stockholmers’ constructions of linguistic norm and variation. Language Awareness, 25(1–2), 17–39. http://doi.org/10.1080/09658416.2015.1122021Google Scholar

Blackledge, A. (2001). The wrong sort of capital? Bangladeshi women and their children’s schooling in Birmingham, U.K. International Journal of Bilingualism, 5(3), 345–369. http://doi.org/10.1177/13670069010050030501Google Scholar

Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press. http://books.google.co.uk/books?id=WvhSEMrNWHACandprintsec=frontcoverandsource=gbs_atb#v=onepageandqandf=falseGoogle Scholar

Bourne, D. (2015). Teachers as agents of social change. International Journal of Development Education and Global Learning, 7(3), 63–77. http://discovery.ucl.ac.uk/1475774/1/5. Bourn_Teachers as agents%5B1%5D.pdfGoogle Scholar

Bourne, J. (2001). Doing ‘what comes naturally’: How the discourses and routines of teachers’ practice constrain opportunities for bilingual support in UK primary schools. Language and Education, 15(4), 250–268.CrossRefGoogle Scholar

Bourne, J. (2002). Home Languages in the Literacy Hour. Southampton: University of SouthamptonGoogle Scholar

Bowater, D. (2012, February). Pupils banned from using slang in school. The Daily Telegraph. www.telegraph.co.uk/education/educationnews/9081943/Pupils-banned-from-using-slang-in-school.htmlGoogle Scholar

Brice Heath, S. (1983). Ways with Words. Cambridge: Cambridge University Press.Google Scholar

Cohen, S. (1972). Folk Devils and Moral Panics: The Creation of the Mods and Rockers. Abingdon: Routledge.Google Scholar

Conteh, J. (2003). Succeeding in Diversity: Culture, Language and Learning in Primary Classrooms. Stoke on Trent: Trentham.Google Scholar

Conteh, J. (2007). Opening doors to success in multilingual classrooms: Bilingualism, codeswitching and the professional identities of ethnic minority primary teachers. Language and Education, 21(6), 457–472. http://doi.org/10.2167/le711.0Google Scholar

Creese, A. and Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching ? Modern Language Journal, 94(i), 103–113.Google Scholar

Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon, UK: Multilingual Matters.Google Scholar

Cunningham, C. (2017). Saying more than you realise about “EAL”: Discourses of educators about children who speak languages beyond English. Unpublished Ph.D. thesis. University of York (2017).Google Scholar

Department for Education. (2011). Teachers’ standards. Guidance for school leaders, school staff and governing bodies. www.gov.uk/government/publications/teachers-standardsGoogle Scholar

DES. (2006). Excellence and Enjoyment: Learning and Teaching for Bilingual Children in the Primary Years. London: Her Majesty’s Stationery Office.Google Scholar

Dillon, A. M. (2010). Supporting home language maintenance among children with English as an additional language in Irish primary schools. WPEL, 27(2), 76–94.Google Scholar

Dixon, H. (2013, November). Black Country phrases banned from Midlands primary school. The Daily Telegraph. www.telegraph.co.uk/education/primaryeducation/10449119/Black-Country-phrases-banned-from-Midlands-primary-school.htmlGoogle Scholar

Edwards, R., Gillies, V., and Horsley, N. (2015). Brain science and early years policy: Hopeful ethos or ‘cruel optimism’? Critical Social Policy, 35(2), 167–187. http://doi.org/10.1177/0261018315574020Google Scholar

Flynn, N. (2013). Linguistic capital and the linguistic field for teachers unaccustomed to linguistic difference. British Journal of Sociology of Education, 34(2), 225–242. http://doi.org/10.2307/23356980Google Scholar

Fogel, H. and Ehri, L. C. (2006). Teaching African American English forms to Standard American English-speaking teachers: Effects on acquisition, attitudes, and responses to student use. Journal of Teacher Education, 57(5), 464–480. http://doi.org/10.1177/0022487106294088Google Scholar

Furness, H. (2013, February). Middlesbrough primary school issues list of “incorrect” words. The Daily Telegraph. www.telegraph.co.uk/education/primaryeducation/9851236/Middlesbrough-primary-school-issues-list-of-incorrect-words.htmlGoogle Scholar

García, O. and Kleyn, T., eds. (2016). Translanguaging with Multilingual Students: Learning from Classroom Moments. Abingdon: Routledge.Google Scholar

García, O. and Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.Google Scholar

Garrett, P., Coupland, N., and Williams, A. (1995). “City Harsh” and “The Welsh Version of RP”: Some ways in which teachers view dialects of Welsh English. Language Awareness1, 4(2), 99–108.Google Scholar

Garrity, S., Aquino-Sterling, C. R., and Day, A. (2015). Translanguaging in an infant classroom: Using multiple languages to make meaning. International Multilingual Research Journal, 9(3), 177–196. http://doi.org/10.1080/19313152.2015.1048542Google Scholar

Garza, A. V., and Crawford, L. (2005). Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal : The Journal of the National Association for Bilingual Education, 29(3), 599–619. http://doi.org/10.1080/15235882.2005.10162854Google Scholar

Gillborn, D. and Kirton, A. (2000). White heat: Racism, under-achievement and white working class boys. International Journal of Inclusive Education, 4(4), 271–288.Google Scholar

Gkaintartzi, A. and Tsokalidou, R. (2011). “She is a very good child but she doesn’t speak”: The invisibility of children’s bilingualism and teacher ideology. Journal of Pragmatics, 43(2), 588–601. http://doi.org/10.1016/j.pragma.2010.09.014Google Scholar

Godley, A. J., Sweetland, J., Wheeler, R. S., Minnici, A., and Carpenter, B. D. (2006). Preparing teachers for dialectally diverse classrooms. Educational Researcher, 35(8), 30–37. http://doi.org/10.3102/0013189X035008030Google Scholar

Grainger, K. (2013). ‘The daily grunt’: Middle-class bias and vested interests in the ‘Getting in Early’ and ‘Why Can’t They Read?’ reports. Language and Education, 27(2), 99–109. http://doi.org/10.1080/09500782.2012.760583Google Scholar

Grainger, K. and Jones, P. E. (2013). The ‘Language Deficit’ argument and beyond. Language and Education, 27(2), 95–98. http://doi.org/10.1080/09500782.2012.760582Google Scholar

Gravelle, M. (1996). Supporting Bilingual Learners in Schools. Stoke on Trent: Trentham Book, 1–14.Google Scholar

Griffen, T. D. (1991). A nonsegmental approach to the teaching of pronunciation. In Brown, A., ed., Teaching English Pronunciation: A Book of Readings (pp. 178–190). London: Routledge.Google Scholar

Hanafin, J. and Lynch, A. (2002). Peripheral voices : Parental involvement, social class, and educational disadvantage Peripheral Voices : Parental involvement, social class, and educational disadvantage. British Journal of Sociology, 23(1), 35–49. http://doi.org/10.1080/0142569012010284Google Scholar

Helot, C. and Young, A. (2002). Bilingualism and language education in French primary schools: Why and how should migrant languages be valued? International Journal of Bilingual Education and Bilingualism, 5(2), 96–112.Google Scholar

Herring, T. Standard English in the Primary Classroom: Teacher’s Attitudes to Standardised Language. Unpublished undergraduate dissertation. York: York St John University. (2017).Google Scholar

Hornberger, N. H. and Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278.Google Scholar

Huss-Keeler, R. L. (1997). Teacher perception of ethnic and linguistic minority parental involvement and its relationship to children’s language and literacy learning: A case study. Teaching and Teacher Education, 13(2), 171–182.Google Scholar

Johnson, E. J., Avineri, N., and Johnson, D. C. (2017). Exposing gaps in/between discourses of linguistic deficits. International Multilingual Research Journal, 11(1), 5–22. http://doi.org/10.1080/19313152.2016.1258185Google Scholar

Jones, P. E. (2013). Bernstein’s ‘codes’ and the linguistics of ‘deficit.’ Language and Education, 27(2), 161–179. http://doi.org/10.1080/09500782.2012.760587Google Scholar

Kenner, C. (2010). Multilingual learning: Stories from schools and communities in Britain. International Journal of Bilingual Education and Bilingualism, 13(1), 125–128. http://doi.org/10.1080/13670050802670783CrossRefGoogle Scholar

Kotler, A., Wegerif, R., and Levoi, M. (2001). Oracy and the educational achievement of pupils with English as an Additional Language: The impact of bringing ‘Talking Partners’ into Bradford Schools. International Journal of Bilingual Education and Bilingualism, 4(6), 403–419.Google Scholar

le Grand, E. (2013). The “chav” as folk devil. In Critcher, C., Hughes, J., Petley, J. and Rohloff, A., eds., Moral Panics in the Contemporary World (pp. 215–236). London: Bloomsbury.Google Scholar

Lippi-Green, R. (1997). English with an Accent: Language, Ideology, and Discrimination in the United States. London: Routledge.Google Scholar

Long, M. H. (1990). Maturational constraints on language development. Studies in Second Language Acquisition, 12, 251–285.Google Scholar

Ludhra, G. and Jones, D. (2008). Conveying the “right” kind of message: Planning for the first language and culture within the primary classroom. English Teaching: Practice and Critique, 7(2), 56–70.Google Scholar

MacKenzie, P. (2009). Mother tongue first multilingual education among the tribal communities in India. International Journal of Bilingual Education and Bilingualism, 12(4), 369–385. http://doi.org/10.1080/13670050902935797Google Scholar

Martin, D., Martin, M., Gibson, S., and Wilkins, J. (2007). Increasing prosocial behavior and academic achievement among adolescent African American males. Adolescence, 42(168), 689–698. https://69.32.208.13/library/journal/1G1-172832253/increasing-prosocial-behavior-and-academic-achievementGoogle Scholar

McEachron, G. and Bhatti, G. (2005). Language support for immigrant children: A study of state schools in the UK and US. Language, Culture and Curriculum, 18(2), 164–180. http://doi.org/10.1080/07908310508668739Google Scholar

McKenzie, R. M. (2015). The sociolinguistics of variety identification and categorisation: Free classification of varieties of spoken English amongst non-linguist listeners. Language Awareness, 24(2), 150–168. http://doi.org/10.1080/09658416.2014.998232Google Scholar

Milroy, J. and Milroy, L. (1985). Authority in Language: Investigating Language Prescription and Standardization. London: Routledge.Google Scholar

Moll, L. C., Amanti, C., Neff, D., and Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.Google Scholar

Munro, M. J., Derwing, T. M., and Sato, K. (2006). Salient accents, covert attitudes: Consciousness-raising for pre-service second language teachers. Prospect, 21(1), 67–79. www.nnest-evo2009.pbworks.com/f/21_1_4_Munro.pdfGoogle Scholar

Murakami, C. (2008). ‘Everybody Is Just Fumbling Along’: An investigation of views regarding EAL training and support provisions in a rural area. Language and Education, 22(4), 265. http://doi.org/10.2167/le767.0Google Scholar

Murray, N. (2016). An academic literacies argument for decentralizing EAP provision. ELT Journal, 70(4), 435–443. http://doi.org/10.1093/elt/ccw030Google Scholar

NALDIC. (2005). NALDIC Briefing Paper Guidance on the Assessment of Pupils Learning English as an Additional Language. London: NALDIC. www.naldic.org.uk/Resources/NALDIC/Home/Documents/BriefingonAssessment.pdfGoogle Scholar

Rampton, B. (1995). Crossing: Language and Ethnicity among Adolescents. Harlow: Longman Group.Google Scholar

Reay, D. (2006). The zombie stalking English schools: Social class and educational inequality. British Journal of Educational Studies, 54(3), 288–307.Google Scholar

Reay, D., Williams, K., Crozier, G., and Jamieson, F. (2007). ‘A darker shade of pale?’ Whiteness, the middle classes and multi-ethnic inner city schooling. Sociology, 41(6), 1041–1060. http://doi.org/10.1177/0038038507082314Google Scholar

Reeves, J. (2006). Secondary Teacher Attitudes toward Including English-Language Learners in Mainstream Classrooms. Faculty Publications: Department of Teaching, Learning and Teacher Education, Paper 116.Google Scholar

Romaine, S. (1998). Early bilingual development: From elite to folk. In Extra, G., ed., Bilingualism and Migration (pp. 61–74). Berlin: Walter de Gruyter.Google Scholar

Safford, K. (2016). Teaching grammar and testing grammar in the English primary school: The impact on teachers and their teaching of the grammar element of the statutory test in spelling, punctuation and grammar (SPaG). Changing English, 23(1), 3–21. http://doi.org/10.1080/1358684X.2015.1133766Google Scholar

Safford, K. and Kelly, A. (2010). Linguistic capital of trainee teachers: Knowledge worth having? Language and Education, 24(5), 401–414. http://doi.org/10.1080/09500781003695567Google Scholar

Saito, K. and Shintani, N. (2016). Foreign accentedness revisited: Canadian and Singaporean raters’ perception of Japanese-accented English. Language Awareness, 25(4), 305–317. http://doi.org/10.1080/09658416.2016.1229784Google Scholar

Snell, J. and Andrews, R. (2017). To what extent does a regional dialect and accent impact on the development of reading and writing skills? Cambridge Journal of Education, 47(3), 297–313. http://doi.org/10.1080/0305764X.2016.1159660Google Scholar

Spencer, S., Clegg, J., and Stackhouse, J. (2013). Language, social class and education: Listening to adolescents’ perceptions. Language and Education, 27(2), 129–143. http://doi.org/10.1080/09500782.2012.760585Google Scholar

Tamura, E. H. (1996). Power, status and Hawai’i creole English: An example of linguistic intolerance in American history. Pacific Historical Review, 65(3), 431–454. http://doi.org/10.2307/3640023Google Scholar

Thomas, W. and Collier, V. (1997). School effectiveness for language minority students. Washington, DC: US House of Representatives, Committee on Education and Labor.Google Scholar

Trudgill, P. (1975). Accent, dialect and the school. London: Edward Arnold.Google Scholar

Van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., and Holland, R. W. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2), 497–527. http://doi.org/10.3102/0002831209353594Google Scholar

Wardman, C. (2012). Pulling the Threads Together: Current Theories and Current Practice Affecting UK Primary School Children Who Have English as an Additional Language. British Council ELTRP Research Papers (04-12).Google Scholar

Wardman, C., Bell, J., and Sharp, E. (2012). Valuing home languages. In Mallows, D., ed., Innovations in English Language Teaching for Migrants and Refugees (pp. 37–48). London: British Council.Google Scholar

Webster, N. L. E. E. and Lu, C. (2012). “English Language Learners”: An analysis of perplexing ESL-related terminology. Language and Literacy, 14(3), 83–94.Google Scholar

Wheeler, R. S. and Swords, R. (2004). Codeswitching: Tools of language and culture transform the dialectally diverse classroom. Language Arts, 81(6), 470–480.Google Scholar

Willoughby, L., Starks, D., and Taylor-Leech, K. (2015). What their friends say about the way they talk: The metalanguage of pre-adolescent and adolescent Australians. Language Awareness, 24(1), 84–100. http://doi.org/10.1080/09658416.2014.977387Google Scholar