The Researched Guide to English As an Additional Language: An Evidence-informed Guide for Teachers

In this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield. Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC ― the UK’s EAL subject association ― and erstwhile primary school teacher, both in the UK and overseas.

Hamish Chalmers started professional life as a primary school teacher in the UK, in 1997. He moved to Thailand in 2001 where he taught in the international sector for several years, until returning to the UK to study for a Masters in TESOL and a PhD in Applied Linguistics. He now works at the Department of Education at the University of Oxford, lecturing in Applied Linguistics and researching in the field of English as an Additional Language (EAL). In Thailand, he was Director of EAL in an all-through primary and secondary international school, where 90% of learners were learning through English while still learning the language itself. In addition to supporting learners directly, he was responsible for whole-school EAL professional development. He is Vice-Chair of the NALDIC, the UK’s subject association for EAL, and regularly contributes to its flagship teacher-oriented periodical, the EAL Journal. He has also contributed to the Chartered College of Teaching’s Impact journal and ResearchED magazine. He is committed to facilitating stakeholder’s engagement in educational research, to ensure that it reflects what is meaningful, feasible and useful for teachers and learners.

Tom Bennett is the founder of researchED, a grass-roots organisation that raises research literacy in education and campaigns for better evidence awareness worldwide.