Mainstreaming Learners of English as an Additional Language: The Class Teacher's Perspective

Abstract

The paper discusses some of the issues regarding the 'mainstreaming' or locating of English as a second (ESL) or additional language (EAL) in the mainstream curriculum classroom. It gives the perspective of the class teachers who are responsible for their language and learning development and reports on interviews with class teachers who have experience of teaching EAL pupils in suburban contexts. The author suggests that although the practice of 'mainstreaming' has taken place for at least two decades in state education in England, there are still questions to be asked regarding its effectiveness in light of the teachers' interviews, which explore their attitudes and perceptions about their roles and responsibilities in relation to EAL learners in their classrooms. It is suggested that for EAL learners equality of presence in the classroom does not necessarily mean equality of access to educational achievement.