Abstract
AbstractThe interface of education and linguistics can be seen as a complex cross-over field of (multi)discipline-based knowledge, ideologically driven policy positions and professional choices. This chapter will explore the question, ‘How do we account for the work that we do in educational linguistics?’ I will invoke the concepts of structure and agency in the discussion. Aspects of the work in English as an Additional/Second Language pedagogy and assessment in schools will be used to illustrate how research has responded to and worked within curriculum policies and practices. Specific examples will be drawn from educational linguistics research in England and elsewhere in the past 15 years or so. Overall, the contention is that the work of educational linguistics researchers can contribute to both education (as public service) and intellectual and academic enquiries of the source disciplines, but developments must be seen against the backdrop of complex interplay between disciplinary knowledge, ideological and policy constrictions, and researcher values.
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