Evaluation of content-language learning in the mainstream classroom

In the previous chapter we have seen that the mainstreaming of ESL pupils represented a significant educational development. The mainstreaming process itself has, however, generated new issues and challenges. We have raised the question earlier of the lack of systematic evaluation of the present policy in England. In this chapter the main focus is on identifying the key issues which should be considered in an evaluation of content-language learning in the mainstream context. This is a first step towards forming a critical agenda for responsible evaluation and development of policy and practice. The discussion in this chapter will assume the stance of a critcal evaluator with a declared theoretical perspective. It will be argued that a language socialisation perspective and a task-based approach would allow for an analysis which integrates curriculum content and language learning in the mainstream classroom context. A number of key pedagogical and research questions will be highlighted from this point of view.