This volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogues and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice.

Review: "This highly topical book offers a critical analysis of collaboration between English as an additional language (EAL) teachers and subject teachers in schools. Angela Creese raises important questions about how issues of power and positioning affect the implementation of educational policy for bilingual children, and about how diversity is viewed in English schools. This excellent book will be of immense value to teachers, researchers and policy-makers." Dr Adrian Blackledge, Senior Lecturer, School of Education, University of Birmingham.