Literacy support in England
Comparing policy and practice for children from marginalised communities
Datos Bibliográficos
| ID | 21751602 |
|---|---|
| Autores | Little (0000-0002-9902-0217, University of Sheffield, autor de correspondencia), Ryan Bramley (0000-0002-4984-2626, University of Sheffield) |
| Año | 2026 |
| Fecha de publicación | 2026-03-25 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Research for Policy and Practice (JOURNAL) |
| Identificadores de la revista | ISSN: 1570-2081 • E-ISSN: 1573-1723 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10671-026-09419-z |
| OpenAlex | W7140298889 |
| Idioma | EN |
| Referencias citadas | 41 |
In this paper, we explore how literacy support for children from marginalised communities is expressed at policy level, and how this translates to the classroom. Focusing specifically on children who have been labelled as either “EAL” (English as an Additional Language) or “SEND” (Special Educational Needs and Disabilities), we explore the impact of these labels as part of children’s positioning and identities within schools. In critically juxtapositioning policy and the extant research literature, supported by our own body of work, we identify commonalities and discrepancies in the ways in which children’s literacy support needs might be expressed and enacted within the realm of inclusive pedagogy that benefits all. As researchers, we adopt co-produced methods in our research, and in drawing together conceptual and methodological threads, we suggest that the power of the label itself will need to be considered alongside literacy support, to disrupt inequalities and produce asset-based approaches to literacy support across contexts in England and beyond
Conceptual framework · Critical literacy · Extant taxon · Inequality · Information literacy · Literacy · Realm · Educational Theory and Curriculum Studies · Multilingual Education and Policy · Reading and Literacy Development
Influence of the ‘Learning Disability’ label on teachers' performance expectations—a matter of attitudes towards inclusion
The impact of labelling students with learning difficulties on teacher self‐efficacy in differentiated instruction
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers
Clarifying translanguaging and deconstructing named languages
Word rich or word poor? Deficit discourses, raciolinguistic ideologies and the resurgence of the ‘word gap’ in England’s education policy
Plurilingualism and translanguaging
Disability Discourse
Deaf Students’ Translanguaging Practices in a Further Education College
Multilingual Literacies
Negotiating the translanguaging instinct
The social and human rights models of disability
Say it like the Queen’
Pedagogical translanguaging
Putting translanguaging into practice
The 2014 special educational needs and disability code of practice
Rivers of multilingual reading
Failing children with Special Educational Needs and Disabilities in England
The assessment has become the curriculum
Dilemmas of difference and the identification of special educational needs/disability
Translanguaging and Literacies
Rethinking concepts of special educational needs and disability in the primary classroom
What's so 'critical' about critical disability studies
Doing the Dirty Work of Social Class? Mothers' Work in Support of their Children's Schooling
Long-term scarring from institutional labelling
Exploring the critiques of the social model of disability
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |