This paper reports on the experiences of secondary school students who study through the medium of English as an Additional Language (EAL) in the UK.

Through interview, focus group and classroom observation data, and drawing on the perceptions of both students and teachers in two case-study schools, it examines the relationship between language, access to the school curriculum, and students' identities. In a globalized and multilingual world, where children with a migration background constitute over 12 per cent of the world's school population, the report has implications for practitioners and other stakeholders in the field working in the UK and also internationally, in English Medium of Instruction (EMI) environments.

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