English as an Additional Language Conference

Last week I popped up the road to the University of the West of England where the English as an Additional Language Conference was taking place. This day event was run in partnership between the University, local councils and organisations to explore how schools can ensure learners of English as an additional language make the maximum progress possible and how their presence can have a positive impact on schools and settings.

The MM stand at the conference
The MM stand at the conference

The day was mainly targeted at teachers and educators working in schools in the area and it was great for us to have the opportunity to meet people working in these contexts. While a lot of our publications are targeted at researchers working in educational contexts or students training to become teachers, and we meet these readers regularly at research conferences, we do also have some books aimed at a more general readership and so the conference was a rare but valued occasion for us to meet the other groups of people who are actually using our books.

The day was an opportunity for teachers to refresh their thinking on the subject and take the time to think about topics that their busy daily schedule may not allow, to keep EALs at the forefront of their minds and to share expertise. I was really impressed with the positivity that flowed through the day and how teachers were encouraged to help their pupils feel that they have something extra and not to feel that they have to keep quiet or be embarrassed about the skills that they have. It was also stressed that it is important to make EAL pupils feel safe following on from the EU referendum result, which is a new challenge for schools.

Professor Simon Burgess from the University of Bristol
Professor Simon Burgess from the University of Bristol

Speakers at the conference included Professor Simon Burgess from the University of Bristol who discussed “The London Effect” which is a term coined to describe how EALs in schools in London, where the proportion of EALs in schools is much higher than in the rest of the country, perform much better in terms of progress made from age 11 to 16, compared with their white British peers and with pupils in the rest of the country. When asked why EALs make such good progress he spoke of high aspirations, positive attitudes, effort and engagement. One quote that stuck with me from his talk was that migrants often have a “get up and go for it” attitude, after all, they did “get up and go for it” to take the plunge in moving to a new country.

MM author Anne Margaret Smith's workshop
MM author Anne Margaret Smith’s workshop

I also attended a workshop run by Anne Margaret Smith (author of Teaching Languages to Students with Specific Learning Differences) on how to tell if an EAL student is struggling due to the language learning process or because of underlying cognitive differences and another led by Bharti Joshi and Stephen Bray from the consultancy company Kick Start on how to ensure more advanced learners of English achieve their potential in both primary and secondary schools.

The final keynote was by Mark Sims from Ofsted and he spoke of how Ofsted inspectors are looking for pupils understanding, accepting, respecting and celebrating diversity, as shown by their tolerance and attitudes. This was followed by a session during which delegates could ask any of the speakers for their answers to questions they had. One of the most inspirational questions was when one of the delegates asked for examples of best practice and members of the audience chipped in with things that they are doing in their schools. Examples I heard throughout the day included a Somalian dads and children reading group, older EALs acting as buddies for new arrivals of the same language background, a school in Middlesbrough where new EALs are automatically put in the top set, breakfast reading groups, coffee mornings and many other ideas. It was, as one delegate put it, great to hear of all the initiatives already in action and the conference was a fantastic opportunity to share them with those who were looking for fresh ideas.

Laura

Double figures for MM Textbooks series!

Key Topics in Second Language AcquisitionNext month we are publishing Key Topics in Second Language Acquisition by Vivian Cook and David Singleton. This text provides an introduction to the most important topics in SLA research. This book marks the 10th in the MM Textbooks series which began with its first book in 2008.

The textbook series aims to bring the topics of our monograph series to a student audience. Written by experts in the field, the books are supervised by a team of world-leading scholars and evaluated by instructors before publication. Each text is student-focused, with suggestions for further reading and study questions leading to a deeper understanding of the subject.

We started the series off in 2008 with Allyson Jule’s A Beginner’s Guide to Language and Gender which gave students a broad introduction to the study of language and gender.

Next came textbooks on bilingual first language acquisition, multilingualism and literacy, sociolinguistics and the law and teaching languages online.

Merrill Swain, Penny Kinnear and Linda Steinman wrote the 7th textbook in the series, Sociocultural Theory in Second Language Education. Neomy Storch of the University of Melbourne calls their book “a most welcome addition to the growing literature on sociocultural theory” and “an accessible and highly engaging” introduction to the topic of sociocultural theory.

Judit Kormos and Anne Margaret Smith’s book Teaching Languages to Students with Specific Learning Differences aims to provide useful advice for language teachers working with students with various kinds of learning difficulties.

Spanish Speakers in the USA by Janet M. Fuller examines the issues of language, culture and identity for Spanish speakers in the US.

MM Textbooks

Key Topics in Second Language Acquisition is due to be published in early April. This and all our textbooks are available as inspection/desk copies and can be ordered on our website: http://www.multilingual-matters.com/about_inspection.asp.

The full list of books in the series is:
A Beginner’s Guide to Language and Gender by Allyson Jule
Bilingual First Language Acquisition by Annick De Houwer
Learning to be Literate by Viv Edwards
An Introduction to Bilingual Development by Annick De Houwer
Sociolinguistics and the Legal Process by Diana Eades
Teaching Languages Online by Carla Meskill and Natasha Anthony
Sociocultural Theory in Second Language Education by Merill Swain, Penny Kinnear and Linda Steinman
Teaching Languages to Students with Specific Learning Differences by Judit Kormos and Anne Margaret Smith
Spanish Speakers in the USA by Janet M. Fuller
Key Topics in Second Language Acquisition by Vivian Cook and David Singleton

If you are currently teaching a course and do not have an adequate textbook, please let us know at info@multilingual-matters.com and we will do our best to fill the gap.