【摘 要】
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@@ ContextEngland as a country with high rates of immigration has been addressing the issue of English as an Additional Language (EAL) since 1966. While in the 1960s the waves of immigration were link
【机 构】
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Institute of Education, University of London, UK
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@@ ContextEngland as a country with high rates of immigration has been addressing the issue of English as an Additional Language (EAL) since 1966. While in the 1960s the waves of immigration were linked to the Commonwealth ties and history, more recently the main influx of immigrants is from the countries of the European Union. Amongst these Polish are the most represented group. Recent national figures show that 15.2 percent primary pupils in the mainstream sector have English as an Additional Language, while this figure drops to 11.1 percent in the secondary sector (Department for Children, Schools and Families, 2009). Comparative to the previous year this is an increase from 14.3 percent in primary and 10.6 percent in secondary schools a year earlier. In urban areas there is a higher concentration of EAL or bilingual pupils, defined as children exposed to another language (other than English) in their homes or communities (Hall, 2001).
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