References to the research used in this guide

Adesope, O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A Systematic Review and MetaAnalysis of the Cognitive Correlates of Bilingualism. Review of Educational Research, 80(2), 207 - 245

August, D., & Shanahan, T. (2006) Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth, Mahwah, NJ: Erlbaum

Baker, C (2011) Foundations of Bilingual Education and Bilingualism, Clevedon: Multilingual Matters Birmingham

Advice and Support Service (2003)(Authors Susan Rosamond, Imtiaz Bhatti, Marion Sharieff, Karen Wilson) Distinguishing the Difference: SEN or EAL?, Birmingham: BASS

Cameron (2003) Writing in English as an additional language at Key Stage 4 and post-16, HMI 1094, London: OFSTED

Cameron, L., & Besser, S. (2004). Writing in English as an additional language at Key Stage 2. London: DfES.

Cameron, L., Moon, J., & Bygate, M. (1996) Language Development of Bilingual Pupils in the Mainstream: How do Pupils and Teachers Use Language? Language and Education, 10 (4), 221-236.

CILT (2006) Positively Plurilingual: The contribution of community languages to UK education and society, London: CLIT

Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.

Cummins, J. (1999) BICS and CALP Explained, ERIC Clearing House Opinion Paper, US Dept of Education

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

Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society, 2nd Edition. Los Angeles: California Association for Bilingual Education

DCSF (2006) Teaching bilingual children in the primary years, Nottingham: DCSF

DCSF (2009) Ensuring the attainment of more advanced learners of English as an additional language (EAL), Nottingham:DCSF

DfES (2006) Excellence and Enjoyment:learning and teaching for bilingual children in the primary years. Unit 3 Creating an inclusive learning culture

Droop, M., & Verhoeven, L. (1998). Background Knowledge, Linguistic Complexity, and SecondLanguage Reading Comprehension. Journal of Literacy Research, 30(2), 253-27

Flynn, N. (2013) Encountering migration: English primary school teachers’ responses to Polish children. Pedagogies: An International Journal, 8(4), 336 – 351

Flynn, N. (2019). Teachers and Polish children: Capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1), 65-82

Flynn, N and Stainthorp, R (2006) The Learning and Teaching of Reading and Writing, Chichester: Wiley

Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinmann

Gilborn, D., & Mirza, H. (2000) Educational Inequality: Mapping race, class and gender. London: OfSTED

Gregory, E. (2008). Learning to Read in a New Language. London: Sage

Kotler, A., Wegerif, R., & Le Voi, 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

Krashen, S. (1976) Formal and Informal Linguistic Environments in Language Acquisition and Language Learning. TESOL Quarterly, 10(2), 157-168.

Krashen, S. (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press

Long, S. (2002) Tuning in to teacher-talk: a second language learner struggles to comprehend. Reading, 36(3), 113-118

Li, G. (2005). Other People's Success: Impact of the 'Model Minority' Myth on Underachieving Asian Students in North America. KEDI Journal of Educational Policy, 2(1), 69 - 86.

Lucas, T., Villegas, A. M. & Freedson-Gonzalez, M (2008) “Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners”, Journal of Teacher Education, 59 (4), 361 - 373

Masgoret, A.M., & Gardner, R. C. (2003) Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates. Language Learning, 53 (S1), 167- 210.

Mawer, K and Stanley, G (2011) Digital Play: Computer games and language aims, Peaslake: DELTA Publishing.

NALDIC (2009) Teaching and learning of ICT to EAL learners in the primary phase, http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher%20Education/Documents/EALandIC T.pdf

Ng, J. C., Lee, S. S., & Pak, Y. K. (2007). Contesting the Model Minority and Perpetual Foreigner Stereotypes: A Critical Review of Literature on Asian Americans in Education. Review of Research in Education, 31, 95-130

Parke, T., Drury, R., Kenner, C., & Robertson, L. H. (2002). Revealing invisible worlds: Connecting the mainstream with bilingual children's home and community learning. Journal of Early Childhood Literacy, 2(2), 195-220

Pim, C (2010) How to Support Children Learning English as an Additional Language, Hyde: LDA

Purdy, J (2008) “Inviting conversation: meaningful talk about texts for English language learners”, Literacy 42 (1), 44 - 51

Schmitt, N. (2008) Review article: Instructed second language vocabulary learning, Language Teaching Research, 12(3), 329-363 Strand, S. (2007) Minority Ethnic Pupils in the Longitudinal Study of Young People in England (LSYPE). Nottingham: DCSF

Swain, M. (2000) ‘The output hypothesis and beyond: Mediating acquisition through collaborative dialogue’, chapter 4 in J.P.Lantolf (ed), Sociocultural Theory and Second Language Learning, pp. 94 – 114, Oxford: Oxford University Press

Stuart, M. (2004). Getting Ready for Reading: A Follow-up Study of Inner City Second Language Learners at the End of Key Stage 1. British Journal of Educational Psychology, 74(1), 15 - 36

Toohey, K. (2003) Learning English At School: Identity, Social Relations and Classroom Practice. Clevedon: Multilingual Matters

White, K., Lewis, K., & Fletcher-Campbell, F. (2006). Raising the Achievement of Bilingual Learners in Primary Schools: Evaluation of the Pilot/Programme. Nottingham: DCSF

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