As the number of children for whom English is an Additional Language in schools increases, how do teachers and trainees prepare to support them to succeed?
A complete guide to understanding, learning from and teaching bilingual and EAL children in schools.
The text begins by asking ′who are EAL learners′ and challenges some of the misconceptions about this group. It goes on to examine language in depth, providing focused theory to help teachers and trainees better understand the wider context of children′s needs. This theory is supported by a wealth of information on practical teaching strategies and resources in the promoting learning section. The text covers planning across the curriculum for EAL and offers day-to-day practical support for teachers.
The fourth edition is updated throughout and includes a new chapter on EAL and SEND.
Содержание
Part 1 Understanding multilingual learners – theories of learning and language for EAL
1 Introducing multilingual and EAL learners
2 All about language and learning
3 What does it mean to be multilingual?
Part 2 Promoting learning – practical approaches for multilingual and EAL learners
4 EAL in the Early Years: beginning schooling in a new language and culture
5 EAL and SEND: The same but different?
6 Funds of knowledge and identity, using home languages and cultures in learning
Part 3 Organising and enhancing learning across the curriculum and beyond
7 EAL and literacy: learning to read independently in a new language across the curriculum
8 Planning for learning across the curriculum for multilingual and EAL learners
9 Assessing multilingual and EAL learners across the curriculum
10 Conclusions: synthesising learning and moving on
Об авторе
Dr. Jean Conteh was senior lecturer in the School of Education at the University of Leeds, where she taught on the PGCE Primary course and on MA courses. She has worked in many countries and is a very experienced teacher educator. She has published widely in the field of EAL in primary education, both for teachers and for academic audiences. Her research focuses on ways to promote success for those pupils who are often labelled ‘disadvantaged’ in our education system, and covers the role of language in teaching and learning in primary classrooms and the expertise and professional roles of bilingual teachers.
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