Author : Seetal Miesuria
Publisher :
Page : 194 pages
File Size : 18,90 MB
Release : 2012
Category :
ISBN :
Author : Seán Bracken
Publisher : Taylor & Francis
Page : 221 pages
File Size : 21,9 MB
Release : 2016-11-10
Category : Education
ISBN : 1317667069
With increasing numbers of learners in secondary schools having English as an additional language, it is crucial for all teachers to understand the learning requirements of these students and plan distinctive teaching approaches to engage and support them. This book provides school leaders, trainee teachers and qualified teachers with the skills and practical knowledge they need to strengthen the learning outcomes of students for whom English is an additional language. Teaching English as an Additional Language in Secondary Schools sets out realistic ways in which EAL learners can be engaged and stretched in their learning, building on their prior literacy, cultural experiences and language learning. It clearly explains the theory and key research into how additional languages are acquired and offers practical classroom teaching and learning strategies to show teachers how they can help EAL learners to access the curriculum and reflect on their learning through assessments. Features include: tasks to help put the ideas into practice case studies illustrating the key challenges faced by EAL learners summaries of key research findings reflections to encourage deeper thinking. Drawing on the daily experiences of teachers and teaching assistants, this book will be essential reading for all trainee and practising teachers that want to ensure students with EAL fulfil their true learning potential.
Author :
Publisher :
Page : pages
File Size : 43,79 MB
Release : 2002
Category :
ISBN :
Teachers' attitudes toward the modification of coursework suggested teachers' belief in equalizing coursework standards for all students regardless of English proficiency. Finally, survey participants perceived the inclusion of ELLs in mainstream classes to be a multicultural learning experience for English proficient students. Data from the qualitative inquiry, however, portrayed ELLs as marginal members of mainstream classrooms who rarely interacted with English proficient peers or teachers. Implications of teachers' attitudes and perceptions of ESL inclusion and recommendations for further research conclude the study.
Author : Margaret Aisicovich
Publisher :
Page : 0 pages
File Size : 39,32 MB
Release : 2019
Category :
ISBN :
Abstract The following study explored how one school Division in central Canada interpreted 'inclusion' of newcomer English as Additional Language (EAL) students and how the perceptions of teachers and administrators affected the development of policies and programming for these students. In this Division, inclusion is defined as placing EAL students directly into regular public-school classes; however, teachers in mainstream classes reported feeling unequipped to meet the specific needs of EAL students. Placing EAL students in mainstream classrooms puts tremendous pressure on them, to learn English, while at the same time using English to learn content. Teachers and administrators were interviewed regarding their views and practices toward EAL; an interpretive constructivist lens was used to analyze the findings. Findings suggested that there is a need for greater connection between the development of divisional policies, processes and practices with provincial policies related to literacy and numeracy as they pertain to EAL learners.
Author : Constant Leung
Publisher : SAGE
Page : 161 pages
File Size : 27,84 MB
Release : 2010-02-17
Category : Education
ISBN : 0857027018
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
Author : Hamish Chalmers
Publisher : John Catt
Page : 229 pages
File Size : 14,1 MB
Release : 2022-08-31
Category : Education
ISBN : 1915361524
In this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield. Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC — the UK’s EAL subject association — and erstwhile primary school teacher, both in the UK and overseas.
Author : Susan Morris-Rutledge
Publisher :
Page : 320 pages
File Size : 40,98 MB
Release : 2009
Category :
ISBN :
Abstract: The purpose of this study was to explore mainstream Mississippi K-12 classroom teachers' attitudes toward enrolled English Language Learning students. Four research questions and five hypotheses guided this study. The findings of this study were based on a sample of Mississippi K-12 teachers within one district. This study's participants indicated a welcoming attitude toward ELL students; however, they believed that ELL students should attain a minimum amount of English proficiency before entering the mainstream classroom. The study's participants' generally believed that ELL students should be able to acquire English within two years of enrolling in a U.S. school, tended to assume that immersion in an English-rich environment was ideal for English acquisition, and 92% of the participants strongly agreed or agreed that English should be the official language of the United States. The majority of this study's participants also indicated a tolerance for giving ELL students more time to complete coursework and the desire for training in working with ELL students. In terms of support, participants in this study tended to perceive insufficient/limited support from ELL teachers.
Author : Wajma Torkmani
Publisher :
Page : pages
File Size : 11,90 MB
Release : 2012
Category :
ISBN :
In recent decades, EAL populations in schools have continued to increase in UK schools. Between 1997 and 2010, the primary age group increased from 7.8% to 16.8%, while for secondary age it has gone from over 7.3% to 12.3%. Despite increasing EAL populations, the underachievement of EAL students is an ongoing issue; however, in explaining underachievement in EAL groups the focus has often been on within-child attributes, such as language proficiency. The study aimed to explore factors affecting the learner identity of EAL students and implications for support provision. A sequential mixed methods approach was adopted in order to explore the research questions and aims. In Phase 1 a sample of 35 students ages 13 to 16 from 4 secondary schools completed an adapted version of the Self-Description Questionnaire II Short (SDQII-S) version. In Phase 2, two sub-groups were selected from the total sample based on self-reported English language proficiency levels and their views explored through in-depth semi-structured interviews. Interviews were also conducted with EAL co-ordinators from the participating schools. The findings indicated that EAL students' educational experiences are greatly influenced by a number of interlinked factors, such as peers, parents, teachers and perceived English language proficiency, which together, through a social comparison process and intersubjective interactions shaped EAL students' perceptions of themselves as learners. The findings highlighted that in order to better understand the complexity of interacting factors at work in shaping the educational experiences of EAL pupils and their identities as learners, a more holistic and integrated approach was needed in order to extend beyond incorporating language and content, and encompass elements of social integration into all aspects of the school community.
Author : Virginia Bower
Publisher : Open University Press
Page : 0 pages
File Size : 26,7 MB
Release : 2017-09-18
Category : Education
ISBN : 9780335264148
Supporting children with English as an additional language (EAL) requires detailed knowledge and understanding of their social, cognitive and linguistic needs. Supporting Pupils with EAL in the Primary Classroom highlights the fundamental principles that underpin teaching and learning, and examines practical strategies for classroom practice. The book focuses on the importance of recognising the knowledge, skills and experience that children with EAL bring to the classroom, whilst identifying the specific support required. It draws on evidence from an extended case study to illustrate essential points and combines this with an examination of relevant theory as well as how this translates to classroom practice. Key features of the book include: - Core knowledge and skills about how to support children with EAL - Case study scenarios to illustrate particular principles, pedagogies and practices - Practical ideas for the classroom throughout Supporting Pupils with EAL in the Primary Classroom is an invaluable text for those in teaching training, qualified teachers, senior managers in schools and those working in initial teacher education. "The author writes about the demands of teaching EAL learners with commitment, knowledge and enthusiasm. She offers the reader insights and examples from her own research and classroom practice, beginning with a discussion of bilingualism and language learning, followed up by an exploration the four skills and assessment in the classroom, as well as a chapter arguing for professional development and research informed teaching. In this chapter she stresses the importance of teachers finding innovative ways to enable EAL learners within the curriculum context. In the final chapter, drawing on the sociocultural framework that informs her work, the author discusses the challenges, constraints and possibilities for supporting EAL children in the wider contexts of pedagogy and policy. Throughout, there are case studies and examples, and the author writes with a sense of optimism that it is in the capacity of teachers to improve the classroom learning opportunities for EAL learners. Written in a personable and accessible style, this book offers an informative foundation for teacher educators and professionals who want to learn more about working with EAL learners." Dr Charlotte Franson, formerly of Canterbury Christ Church University, UK "As a teacher educator, I am often engaged in discussions around trainees' perceptions of the complexities of teaching children learning EAL. This book, rooted in practice based research provides an accessible and informative scaffold for those embarking on a career in teaching. The premise of the 'what' and 'how' is particularly useful and the sequence of chapters provides a well mapped journey for the reader, through the theory, practice and considerations of supporting children learning EAL. Exemplification, through the case study vignettes, poses reflective thinking points that can be readily applied to one's own practice. Overall, excellent practitioner guidance that both consolidates subject knowledge and provides realistic practice guidance. A title I will be heartily recommending to my students." Gill Chambers, Senior Lecturer in Education, University of Northampton, UK
Author : Richard Pearce
Publisher :
Page : pages
File Size : 33,85 MB
Release : 2013
Category : International education
ISBN : 9781472553034
