Bilingual education in a community language: lessons from a longitudinal study

Paul Molyneux, Janet Scull, Renata Aliani

    Research output: Contribution to journalArticleResearchpeer-review

    13 Citations (Scopus)


    Provision for students learning English as an additional language
    (EAL) frequently overlooks the linguistic resources these children
    bring to the classroom. This is despite international research that
    highlights the facilitative links between support of the home
    language and the acquisition of new languages. This article reports
    on a longitudinal study of KarenEnglish bilingual learning in the
    early years at one culturally and linguistically diverse primary
    school. It analyses classroom observation and student achievement
    data, work samples, staff interviews, parent questionnaires, and
    student self-assessments to build a rich evidence base that attests
    to the advantages afforded by plurilingual opportunities in what are
    often staunchly monolingual classroom contexts. The importance of
    additive language policies and pedagogies for EAL students in
    mainstream classes is reinforced by this study, and a framework is
    proposed whereby bilingual education focusing on community
    languages can be successfully operationalised.
    Original languageEnglish
    Pages (from-to)337 - 360
    Number of pages24
    JournalLanguage and Education
    Issue number4
    Publication statusPublished - 2016

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