This volume highlights the language and learning needs of pupils with English as an additional language in the United Kingdom. It includes chapters by British teachers and researchers working in this field. The book addresses a number of issues of interest to practitioners, scholars, teacher educators, and policy makers. Each chapter is prefaced by a brief statement that seeks to locate the discussion in the context of contemporary developments. Chapter titles include the following: "Bilingual Learners: Reading and Literature Within National Curriculum English" (Lorraine Dawes and Dimitra Poli); "Romantic Bilingualism: Time for a Change?" (Roxy Harris); "Language Content and Learning Process In Curriculum Tasks" (Constant Leung); "Key Issues in Assessing Progression in English as an Additional Language" (Lynne Cameron, Martin Bygate); "Special Education Needs and Language Proficiency" (Tony Cline); "Bilingual Children in the Pre-School Years: Desirable Outcomes for Learning?" (Rose Drury); "The Continuing Revolution: Teaching as Learning in the Mainstream Multilingual Classroom" (Jill Bourne). References are included at the end of each chapter. (KFT)