Do you have EAL students in your class? Would you like guidance on teaching your subject to EAL students? With linguistic diversity on the increase, teachers from all subject areas and levels of school education are working with students for whom English is an additional language, helping them to develop their English for learning purposes.
This book provides an invaluable and accessible resource for working with EAL students. It brings together the international experiences and expertise of a team of distinguished language educators who explore a range of teaching approaches and provide professionally-grounded practical advice. The chapters cover themes, references and pedagogic concerns common to teachers across the globe.
This book will be of use to individual teachers who want to extend their knowledge and practice, and also as a set text for professional development programmes.
Professor Constant Leung is Deputy Head of Department of Education and Professional Studies at King′s College London.
Angela Creese is Professor of Educational Linguistics in the School of Education at the University of Birmingham
Tabella dei contenuti
Introduction – Angela Creese and Constant Leung
Communicative Language Teaching and EAL: Principles and Interpretations – Constant Leung
Mainstream Participatory Approaches: From Slipstream to Mainstream – Frank Monaghan
Beyond Key Words – Manny Vazquez
Connecting Communication, Curriculum and Second Language Literacy Development: Meeting the Needs of ′Low Literacy′ EAL/ESL Learners – Alan Williams
Teaching Approaches in Two-Teacher Classrooms – Angela Creese
Content-Language Integrated Approaches for Teachers of EAL Learners: Examples of Reciprocal Teaching – Candace Harper with Kimberly Cook and Carol K James
Sociocultural Approaches to Language Teaching and Learning – Margaret R Hawkins
Bilingual Approaches – Ester J de Jong and Rebecca Freeman Field
Concluding Remarks – Constant Leung and Angela Creese
Circa l’autore
Angela Creese is Professor of Educational Linguistics at the School of Education, University of Birmingham, and deputy director of the MOSAIC Centre for Research on Multilingualism. In the last ten years she has been funded to work in large multilingual research teams to research multilingualism. Her research interests are in linguistic ethnography, language ecologies, multilingualism in society and multilingual classroom pedagogy. Her publications include Heteroglossia as Practice and Pedagogy (with Adrian Blackledge, 2014, Springer); The Routledge handbook of Multilingualism (2012, with Marilyn Martin-Jones and Adrian Blackledge); Multilingualism: A Critical Perspective (with Adrian Blackledge, 2010, Continuum); Volume 9: Ecology of Language, Encyclopedia of Language and Education (2009); Teacher Collaboration and Talk in Multilingual Classrooms (2005) and Multilingual Classroom Ecologies (2003).
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