Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-6bf8c574d5-2jptb Total loading time: 0 Render date: 2025-02-16T20:30:05.347Z Has data issue: false hasContentIssue false

5 - Progression in Language, Learning and Social Integration

Published online by Cambridge University Press:  03 July 2020

Michael Evans ,
Claudia Schneider ,
Madeleine Arnot ,
Linda Fisher ,
Karen Forbes ,
Yongcan Liu  and
Oakleigh Welply
Michael Evans
Affiliation:
University of Cambridge
Claudia Schneider
Affiliation:
Anglia Ruskin University, Cambridge
Madeleine Arnot
Affiliation:
University of Cambridge
Linda Fisher
Affiliation:
University of Cambridge
Karen Forbes
Affiliation:
University of Cambridge
Yongcan Liu
Affiliation:
University of Cambridge
Oakleigh Welply
Affiliation:
Durham University
Get access

Summary

This chapter provides a longitudinal analysis of progression in a sample of EAL students newly arrived in the United Kingdom, highlighting the development of competence in different features of English language use in speaking and writing. In addition, we discuss evidence of change in the students’ experience of social integration as revealed in two sets of interviews with EAL students of different ages and national backgrounds and we consider how the students’ reported experience of social integration impacted on their linguistic and academic performance in the school over the two-year period following arrival. The chapter closes with an examination of the use of direct speech in English as a discursive framework in which they were able to dramatise their social experiences and to self-identify in the new environment.

Keywords

Classroom anxietyfriendship experiencessense of belongingsocial mirroringmultilingual identitylanguage of thoughtattribution of academic progressprogression in speakingprogression in writingdirect speech
Type
Chapter
Information
Language Development and Social Integration of Students with English as an Additional Language , pp. 95 - 130
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×