This chapter examines the narratives (media, policy and statistical) around the notion of the ‘linguistic other’ in England and elsewhere in Europe. We argue that these narratives are closely bound up with the way nation states define their policies for social integration of migrant communities and, in particular, migrant children in schools. At the heart of the debates around conflicting narratives about the role of schools in this context is the question of linguistic diversity and second (or host) language development. Also in this chapter we review, from a sociological perspective, how researchers and policy-makers have endeavoured to understand the concept and practice of social integration in this context. In particular, we highlight the tensions between the focus on micro-level experience and on the macro-level socio-political implications. We provide a review of recent empirical studies on EAL internationally and reflect on current issues in light of recent policy developments. We discuss the variations that can be found across Europe in terms of mainstreaming and inclusion.

This chapter introduces the framework of a model of inclusive pedagogy that consists of four key dimensions: attitudinal inclusion, academic inclusion, linguistic inclusion and social inclusion. We illustrate the issues through reference to teacher data elicited at the project secondary schools. We discuss the prevalence of linguistic diversity in English schools that makes teachers’ knowledge about such language diversity essential to effectiveness in the classroom and, in light of this, we identify key forms of ‘bilingual assistance’ which support EAL pedagogy. The final section of the chapter presents an outline of a teacher knowledge framework which we argue needs to form the basis of teacher professional development in the EAL context.

This chapter discusses the policy and educational context of provision for newcomer migrant children in Europe and the United Kingdom (including a review of relevant EU documentation relating to the social and academic integration of newcomer children in schools) before focusing on the specific context of the East of England which is the setting for our empirical study. We review statistical data relating to regional provision of support for EAL in schools and discuss the findings of a regional school survey conducted for the project.

This introductory chapter sets out the rationale for the book and in particular for its focus on the relationship between social integration and language development in the experiences of newcomer school students with English as an additional language. It also provides a critical examination and definitional review of key terms and concepts at the heart of the discussion: EAL, newly arrived, mainstreaming, language development and social integration.

The final chapter summarises the main findings discussed in the book and looks ahead at future challenges and possibilities, drawing out implications from the research described in the earlier chapters with the aim of informing an improved understanding of the interdependence between social integration and language development in the schooling of newcomer EAL students. We conclude by identifying three key dimensions of a framework for optimal analysis and enhancement of the socio-educational experience of newcomer EAL students. These dimensions require further attention from researchers and practitioners: interdependence of second language development and social integration; inclusive pedagogy; and transactional home–school–home communication.

This chapter discusses salient methodological considerations and challenges in undertaking empirical research with young, newly arrived migrant students. This includes questions relating to negotiating access, sampling of core participants, the role of language and use of interpreters, and the importance of giving migrant students a voice as part of an overall holistic approach which focuses on the student perspective and the relationship of this to school and parental perspectives. Approaches to assessing language development and social integration are explored. Such considerations raise questions about the relevance of conducting research with newcomer migrant students in a range of different countries and contexts. This chapter also provides an overview of the research design adopted in the studies funded by the Bell Foundation and explores how such methodological considerations were taken into account throughout the study.

This chapter challenges the concept of school–home communication by offering a transactional notion of the home–school–home communication model (drawn from communication theory). We review the classic and more recent international literature on school–home communication in relation to newly arrived migrant children and the need to consider whether the presence of such children challenges the ‘one size fits all’ model. We use the dynamic notion of transactional communication to consider the empirical findings of the three-year research programme, covering secondary and primary schooling, and recommend alternative and more empowering constructions of school communication systems (its modes, processes, content and operationalisation). Our conclusions are of direct relevance to education practitioners, school community liaison officers and migrant communities themselves.

This chapter provides a longitudinal analysis of progression in a sample of EAL students newly arrived in the United Kingdom, highlighting the development of competence in different features of English language use in speaking and writing. In addition, we discuss evidence of change in the students’ experience of social integration as revealed in two sets of interviews with EAL students of different ages and national backgrounds and we consider how the students’ reported experience of social integration impacted on their linguistic and academic performance in the school over the two-year period following arrival. The chapter closes with an examination of the use of direct speech in English as a discursive framework in which they were able to dramatise their social experiences and to self-identify in the new environment.

‘Citizenship means more than cricket, teachers warn’ ran the headline in the Times Higher Education Supplement when describing the findings of a research project based in Cambridge and funded by the European Commission (EC). Cricket in England has often been associated with citizenship. Indeed Norman Tebbit, when Minister for Trade and Industry in Mrs Thatcher's government, took the view that the ultimate test of national identity and ‘Englishness’ was the cricket match. Asian and Afro-Caribbean Britons who had lived all their lives in the United Kingdom, he argued, would be hard pressed to support the English cricket team against countries such as India or Pakistan or the West Indies. Their true loyalties of citizenship would indeed be revealed.

In this chapter I would like to explore English approaches to citizenship especially when challenged by the increasingly strong European agenda. Ever since Alexis de Tocqueville described what he called the ‘peculiarities of the English’ in the 1830s we have been engaged in discussing such peculiarities with a mixture of ‘celebration’ but also ‘lament’. Since the 1960s such renowned historians as E. P. Thompson, Perry Anderson, Eric Hobsbawn, have debated, for example, the peculiarities of our modern state. Why for example, was it that England was one of ‘the last of the major nineteenth-century powers to create a national system of education’ and ‘it was also the most reluctant to put it under public control’.