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.

• Part 1 Understanding multilingual learners – theories of learning and language for EAL1 Introducing multilingual and EAL learners2 All about language and learning3 What does it mean to be multilingual?Part 2 Promoting learning – practical approaches for multilingual and EAL learners4 EAL in the Early Years: beginning schooling in a new language and culture5 EAL and SEND: The same but different?6 Funds of knowledge and identity, using home languages and cultures in learningPart 3 Organising and enhancing learning across the curriculum and beyond7 EAL and literacy: learning to read independently in a new language across the curriculum8 Planning for learning across the curriculum for multilingual and EAL learners9 Assessing multilingual and EAL learners across the curriculum10 Conclusions: synthesising learning and moving on

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.

• Part 1 Understanding multilingual learners – theories of learning and language for EAL1 Introducing multilingual and EAL learners2 All about language and learning3 What does it mean to be multilingual?Part 2 Promoting learning – practical approaches for multilingual and EAL learners4 EAL in the Early Years: beginning schooling in a new language and culture5 EAL and SEND: The same but different?6 Funds of knowledge and identity, using home languages and cultures in learningPart 3 Organising and enhancing learning across the curriculum and beyond7 EAL and literacy: learning to read independently in a new language across the curriculum8 Planning for learning across the curriculum for multilingual and EAL learners9 Assessing multilingual and EAL learners across the curriculum10 Conclusions: synthesising learning and moving on