As an EAL teacher, I use the document, ‘Learning in 2+ Languages’ to ensure the inclusion of my bilingual learners. However I don’t feel that mainstream class teachers are made aware of this policy.

It aims to help staff understand better the strengths and development needs of Bilingual learners and to address them more effectively within the mainstream classroom. It states, ‘Inclusion, race equality, cultural diversity, bilingualism and effective additional language provision must be considered by all educational establishments, regardless of their current ethnic composition.’

It has checklists and guidance to ensue establishments are providing an inclusion and supportive environment that will benefit all pupils, not just bilingual learners.

You can find the document on the education Scotland website: https://education.gov.scot/improvement/Documents/modlang5-learning-in-two-plus-languages.pdf

While researching the subject of the perception of EAL learners, I came across a paper entitled ‘Scholarly writers who use English as an Additional Language: What can Goffman’s “Stigma” tell us?’

It highlights the disadvantage EAL writers experience within publishing and explores the idea of stigma (Goffman’s (1959, 1968)). The paper ends by pointing out that EAL writers and English L1 writers should come together to promote an understanding and tolerance of the predicament of the EAL writer.

This is something I try to foster in school: a community and attitude of understanding and cultural awareness. Celebrating our differences rather than letting them alienating.