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      Costley, T. 2010. The Social Construction of EMAG: From Policy to Practice.
      Supervisor(s): Leung, C. and B. Street
      Awarding institution: University of London
      Summary: This thesis, drawing on ethnographic methods and approaches, provides an account of Literacy provision in a local inner-London primary school which serves as an example of the ways in which the policy and funding of the Ethnic Minority Achievement Grant (EMAG) is developed and realised in practice.
      Thesis type: PhD
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: primary
      Entered by: King's College London (Department of Education and Professional Studies)
      Costley, T. and C. Leung. 2009. ‘English as Additional Language across the curriculum: policies in practice’ in Culturally and Linguistically Diverse Classrooms. New Dilemmas for Teachers. Bristol: Multilingual Matters, pp. 151-171
      Book editor(s): Miller, J., A. Kostogriz and M. Gearon.
      ISBN: 978-1847692160
      Summary: This chapter explores the construction of English as an Additional Language (EAL) as a curriculum subject in a London primary school. We look at how Government funds have been utilised in a localised context, and explore some of the features of the provision and practice at the school level.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: primary
      Entered by: King's College London (Department of Education and Professional Studies)