Teaching EAL

Evidence-based Strategies for the Classroom and School

AvRobert Sharples

Häftad, Engelska, 2021

256 kr

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Beskrivning

A coherent, concise and comprehensive resource for all teachers of multilingual children.This book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice:How children acquire additional languagesHow language works across the curriculumHow you can establish outstanding EAL practice in your school.Other key features include case studies from experienced EAL specialists, extensive reading recommendations for teachers who want to build on their knowledge, and a detailed chapter on Ofsted based on interviews with senior inspectors.This book will prove an invaluable guide and support for everyone working with bilingual learners. In clear, short chapters it gives a thorough grounding in the evidence and principles needed to create outstanding EAL provision.

Produktinformation

Utgivningsdatum:2021-09-03
Mått:170 x 225 x 13 mm
Vikt:250 g
Format:Häftad
Språk:Engelska
Antal sidor:240
Förlag:Multilingual Matters
ISBN:9781788924429

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Mer om författaren

Robert Sharples is a Lecturer in Language and Education at the University of Bristol, UK. He was the founding editor of the EAL Journal and is Convenor of the EAL Research Network. His research focuses on EAL and language in education.

Recensioner i media

Reading this book is like engaging in professional dialogue with a highly skilled EAL specialist. Whatever your role or experience in supporting EAL learners, you will learn about research and about evidence based practical strategies. All clearly explained and structured so you can easily find exactly what you need. Your brand new EAL best friend!

Innehållsförteckning

Figures, Tables and Case StudiesAcknowledgementsAbbreviations and AcronymsChapter 1: IntroductionChapter 2: EAL in the National and International ContextPart 1: How Additional Languages Are LearnedChapter 3: Key Principles and a Theory of LanguageChapter 4: Learning or Acquiring?Chapter 5: Masses of InputChapter 6: Earlier isn’t Necessarily BetterChapter 7: Implicit and Explicit LearningChapter 8: First Languages Are Important for Learning EnglishChapter 9: Pulling It All Together: Learning Trajectories and Second Language PedagogyPart 2: Language Across the CurriculumChapter 10: Five Principles for Language Across the CurriculumChapter 11: BICS and CALPChapter 12: Oracy: Talking and LearningChapter 13: Reading in a New LanguageChapter 14: Making Meaning in Writing: Field, Tenor and ModeChapter 15: Disciplinary Language, Disciplinary KnowledgeChapter 16: Pulling it all Together: What Counts as ProficiencyPart 3: The EAL SpecialistChapter 17: Getting to Grips with the RoleChapter 18: Establishing Effective AssessmentsChapter 19: Welcoming StudentsChapter 20: Getting ConnectedChapter 21: Making Friends and Influencing PeopleChapter 22: From Mono to MultiChapter 23: CPD for EAL SpecialistsChapter 24: For EveryoneReferencesIndex