Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms

Current theories of bilingualism argue that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students’ language practices can be a vital resource for further language development. This challenges commonplace practices within English as an Additional Language (EAL) education in Australia, where curriculum, pedagogy, and assessment are predicated on monolingual...