This project built an initial research evidence base by drawing directly on learners’ and teachers’ experiences of issues of sexual diversity within ESOL. This concept of ‘bringing the outside in’ (Roberts and Baynham 2006), understanding how learners’ lives affect and impact on learning and life opportunities, is a key strategy in understanding the heterogeneity of ESOL learners and supporting them in an unequal world.
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Sandra McNally for the Nuffield Foundation (2012)
This project sought to identify whether the increase in the number of children who do not speak English as a first language has had an impact on the performance of pupils who do. The study found that an increased presence of children who do not speak English as their first language is not detrimental to the educational attainment of native English speakers.