ABSTRACT
This chapter looks at ways of improving whole school policies and practices through effective leadership and the use of research-informed practice. In an education system that has been described as having a ‘monolingual mind-set’ (Safford and Drury, 2013), the chapter draws on learning from a number of case studies to consider how best schools might address the linguistic, social and cultural requirements of second language learners. Guidance is provided suggesting ways that secondary schools might develop well-informed whole school practices. Decisions should be based on a sound understanding of who the learners are and where they come from. The role of leadership in this process is critical, so suggestions are made about the need for close collaboration among and between all significant stakeholders. Additionally, advice is offered to enable leaders to make informed decisions about the appropriate recruitment of new staff as well as enhancing the further professional development of all staff. The chapter draws on several recent case studies to share insights about different contextual models of teaching and support provision. Finally, the chapter offers some strategies for ways in which schools can continually strengthen their offer for EAL learners and better serve their communities by adopting research-informed approaches.
