- 256 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
About this book
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.
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Information
Table of contents
- Cover
- Half Title
- Acknowledgements
- Title Page
- Copyright Page
- Contents
- About the Author
- Acknowledgements
- Introduction
- Part 1 Understanding Multilingual and EAL 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 Enhancing Learning for Multilingual and Eal Learners Across the Curriculum
- 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
- Appendix 1 Suggested Answers to the Self-Assessment Questions
- Appendix 2 Glossary
- Appendix 3 Principles for Planning for Multilingual Learners
- Index