English as an additional language’, ‘multilingual’, and ‘vulnerable’
A reflexive account of the labelling practices surrounding school pupils in a researcher-practitioner collaboration
Bibliographic Data
| ID | 12702373 |
|---|---|
| Authors | Gonzalo Pérez Andrade (0000-0001-8511-3394, London Metropolitan University, corresponding author), Hannah M King (0000-0002-5084-4901, London Metropolitan University) |
| Year | 2024 |
| Volume | 24 |
| Issue | 5 |
| Pages | 458-474 |
| Publication date | 2024-07-05 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Intercultural Communication (JOURNAL) |
| Journal identifiers | ISSN: 1470-8477 • E-ISSN: 1747-759X |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/14708477.2024.2369771 |
| OpenAlex | W4400348974 |
| Language | EN |
| Citations received | 5 |
| References cited | 50 |
Despite their diversity, UK school pupils with non-English home languages are uniformly labelled English as an additional language (EAL), presupposing linguistic deficiencies and academic challenges; thus, equating multilingualism with vulnerability. As part of a researcher-practitioner collaboration with a London primary school, we explore how researchers and educators assign and contest the labels EAL, multilingual, and vulnerable. Through this, we reflexively consider whether changing discourses around multilingualism can minimise potential vulnerabilities associated with EAL. We argue that researchers play a crucial role in mitigating a priori categorization of EAL pupils and expose the impact of our agenda on potentially vulnerable pupils
Indo-European languages · Linguistics · Multilingualism · Pedagogy · Reflexivity · Sociology · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology
The Routledge Handbook of Language and Superdiversity
The Blackwell Guide to Research Methods in Bilingualism and Multilingualism
The Multilingual Turn
Labeling and Stigma
Chapter 8 Education, Multilingualism and Translanguaging in the 21st Century
Beyond the English Learner Label
Reflexivity in Applied Linguistics Research in the Tourism Workplace
Expanding the Notion of the Linguistic Repertoire
English Language Learners, Labels, Purposes, Standard English, Whiteness, Deficit Views, and Unproblematic Framings
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers
Implementing Ethics in Educational Ethnography
Researching the Vulnerable
Identifying and evaluating layers of vulnerability – a way forward
Looking Holistically in a Climate of Partiality
Metrolingualism
Putting translanguaging into practice
Linguistic dilemmas and chronic ambivalence in the classroom
English language proficiency and attainment of EAL (English as second language) pupils in England
Methodological implications of participant and researcher multilingualism
A reflexive approach to researching bilingualism in Wales
Elite multilingualism
The Rhetorical Construction of Multilingual Students
Reflexive discourse analysis
Translanguaging as a Practical Theory of Language
Translanguaging Identities and Ideologies
The Linguistic Repertoire Revisited
Multilingualism
Public discourses on multilingualism in the UK
Decolonizing Methodologies in Qualitative Research
Super-diversity and its implications
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |