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      <pubDate>2024-01-21 18:49:03 UTC</pubDate>
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         <title>references:</title>
         <author>tabkotas</author>
         <link>https://padlet.com/tabkotas/8dajj9zjewtb2nwf/wish/2856150069</link>
         <description><![CDATA[<p>&nbsp;</p><p>ALAM, S., FARAJ ALBOZEIDI, H., SALAMEH AL-HAWAMDEH, B., and AHMAD, F., 2022. Practice and Principle of Blended Learning in ESL/EFL Pedagogy: Strategies, Techniques and Challenges. <em>International Journal of Emerging Technologies in Learning (iJET)</em> [online]. 17 (11), pp. 225–241. Available from: <a rel="noopener noreferrer nofollow" href="https://online-journals.org/index.php/i-jet/article/view/29901">https://online-journals.org/index.php/i-jet/article/view/29901</a> [Accessed 21 January 2024].</p><p>&nbsp;</p><p>ALFANO, M., HOLDEN, L., and CONWAY, A., 2017. <em>Intelligence, Race, and Psychological Testing</em>. Oxford Handbooks Online. Oxford University Press.</p><p>&nbsp;</p><p>ANDERSON, C., FOLEY, Y., SANGSTER, P., EDWARDS, V., and RASSOOL, N., 2016. <em>Policy, Pedagogy and Pupil Perceptions: EAL in Scotland and England</em> [online]. 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A Macro Perspective on Key Issues in English as Second Language (ESL) Pedagogy in the Postmethod Era: Confronting Challenges Through Sociocognitive-Transformative Approach. <em>The Asia-Pacific Education Researcher</em> [online]. 23 (3), pp. 435–449. Available from: <a rel="noopener noreferrer nofollow" href="https://link.springer.com/article/10.1007/s40299-013-0119-4">https://link.springer.com/article/10.1007/s40299-013-0119-4</a> [Accessed 21 January 2024].</p><p>&nbsp;</p><p>BURKE, A. and HARDWARE, S., 2015. Honouring ESL students’ lived experiences in school learning with multiliteracies pedagogy. <em>Language, Culture and Curriculum</em> [online]. 28 (2), pp. 143–157. 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English as an Additional language, Policy and the Teaching and Learning of English in England. <em>Language and Education</em> [online]. 28 (3), pp. 276–292. Available from: <a rel="noopener noreferrer nofollow" href="https://www.tandfonline.com/doi/abs/10.1080/09500782.2013.836215">https://www.tandfonline.com/doi/abs/10.1080/09500782.2013.836215</a> [Accessed 13 January 2024].</p><p>&nbsp;</p><p>CUNNINGHAM, C., 2017. Saying more than you realise about ‘EAL’: discourses of educators about children who speak languages beyond English - White Rose eTheses Online. <a rel="noopener noreferrer nofollow" href="http://Whiterose.ac.uk"><em>Whiterose.ac.uk</em></a> [online]. Available from: <a rel="noopener noreferrer nofollow" href="https://etheses.whiterose.ac.uk/19395/">https://etheses.whiterose.ac.uk/19395/</a> [Accessed 13 January 2024].</p><p>&nbsp;</p><p>DEMIE, F., 2013. English as an additional language pupils: how long does it take to acquire English fluency? <em>Language and Education</em> [online]. 27 (1), pp. 59–69. Available from: <a rel="noopener noreferrer nofollow" href="https://www.tandfonline.com/doi/full/10.1080/09500782.2012.682580?casa_token=pr4XdlmzUdAAAAAA%3AJ2_INB__Ochx48Q-2cyZJfm_0eKWrMIXnGZbs0x4zUF7sqjZitx_KRLUDfL-RHTaoLPoG2Mns-L_">https://www.tandfonline.com/doi/full/10.1080/09500782.2012.682580?casa_token=pr4XdlmzUdAAAAAA%3AJ2_INB__Ochx48Q-2cyZJfm_0eKWrMIXnGZbs0x4zUF7sqjZitx_KRLUDfL-RHTaoLPoG2Mns-L_</a> [Accessed 7 December 2023].</p><p>&nbsp;</p><p>DEMIE, F., 2014. Language diversity and attainment in schools: implication for policy and practice. <em>Race Ethnicity and Education</em> [online]. 18 (5), pp. 723–737. 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         <pubDate>2024-01-21 18:51:35 UTC</pubDate>
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      <item>
         <title>references 2</title>
         <author>tabkotas</author>
         <link>https://padlet.com/tabkotas/8dajj9zjewtb2nwf/wish/2856150679</link>
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The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students. <em>International Education Studies</em> [online]. 9 (5), pp. 147–155. Available from: <a rel="noopener noreferrer nofollow" href="https://eric.ed.gov/?id=EJ1099424">https://eric.ed.gov/?id=EJ1099424</a> [Accessed 13 January 2024].</p><p>&nbsp;</p><p>EDUCATION ENDOWMENT FOUNDATION, 2017. EAL in the mainstream classroom. <em>EEF</em> [online]. Available from: <a rel="noopener noreferrer nofollow" href="https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/eal-in-the-mainstream-classroom">https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/eal-in-the-mainstream-classroom</a> [Accessed 8 December 2023].</p><p>&nbsp;</p><p>EDUCATION ENDOWMENT FOUNDATION, 2020. <em>Special Educational Needs in Mainstream Schools</em> [online]. 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Bilingualism and Language Education in French Primary Schools: Why and How Should Migrant Languages be Valued? <em>International Journal of Bilingual Education and Bilingualism</em> [online]. 5 (2), pp. 96–112. Available from: <a rel="noopener noreferrer nofollow" href="https://www.tandfonline.com/doi/abs/10.1080/13670050208667749?casa_token=WapfeZVltdkAAAAA:tBq5vx9aTsctN4MRNNv0-5k1kWUrXYLg8zuxrvGjfD3XFS0FlR-XX-CUZBx_iUmnv99UMGQVvXo">https://www.tandfonline.com/doi/abs/10.1080/13670050208667749?casa_token=WapfeZVltdkAAAAA:tBq5vx9aTsctN4MRNNv0-5k1kWUrXYLg8zuxrvGjfD3XFS0FlR-XX-CUZBx_iUmnv99UMGQVvXo</a> [Accessed 13 January 2024].</p><p>&nbsp;</p><p>HESSEL, A.K. and STRAND, S., 2021. Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL). <em>Educational Review</em> [online]. 75 (4), pp. 1–24. 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         <pubDate>2024-01-21 18:52:33 UTC</pubDate>
         <guid>https://padlet.com/tabkotas/8dajj9zjewtb2nwf/wish/2856150679</guid>
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      <item>
         <title>references 3</title>
         <author>tabkotas</author>
         <link>https://padlet.com/tabkotas/8dajj9zjewtb2nwf/wish/2856151117</link>
         <description><![CDATA[<p><br/></p><p>&nbsp;</p><p>KEANE, L., 2019. Can verbal working memory and processing speed distinguish between children who have English as an additional language and children with developmental language disorder? Department of Educational Psychology, Inclusive and Special Education. 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