© 2019

Developing Language and Literacy in English across the Secondary School Curriculum

An Inclusive Approach


About this book


This book draws on original research and a language based pedagogy approach to examine how secondary schools in the UK can devise and implement coherent language and literacy across curriculum policies and strategies, so that grammar and associated metalanguage becomes an integral part of their day to day curriculum practices. The research was undertaken in three 11 to 18 secondary schools in England, where the majority of students are categorised as having English as a second language (EAL), and where a significant minority are also socially disadvantaged in two of the three. The author argues that paying explicit attention to the linguistic structures through which subject knowledge is realised can be of benefit to all pupils in ways that are also socially just and democratic. This book provides an important bridge between academic theory and educational practice that will appeal to applied linguists and sociolinguists, as well as to teachers, teacher trainers and practitioners.


Language based pedagogy Secondary education language and literacy Metalanguage English as a second language (EAL) Register bilingual students Literacy across the Curriculum (LAC) Secondary School Curriculum Systemic Functional Linguistics (SFL) curriculum planning Educational Linguistics contextualised grammar teaching

Authors and affiliations

  1. 1.Department of EnglishAston UniversityBirminghamUnited Kingdom

About the authors

Urszula Clark is Professor of English and Linguistics at Aston University, Birmingham, UK.

Bibliographic information