Teaching EAL: Evidence-based Strategies for the Classroom and School
Author: Robert Sharples
- Format:
- Paperback
- Related Formats:
- Hardback, Ebook(PDF), Ebook(EPUB)
- ISBN:
- 9781788924429
- Published:
- 30th Jun 2021
- Publisher:
- Multilingual Matters
- Number of pages:
- 208
- Dimensions:
- 225mm x 170mm
- Availability:
- Forthcoming
This book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It offers a concise, helpful introduction to the latest research underpinning three keys areas of EAL practice:
- How children acquire additional languages
- How language works across the curriculum
- How you can establish outstanding EAL practice in your school.
Other key features include case-studies from experienced EAL specialist, 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 gives a thorough grounding in the evidence and principles needed to create outstanding EAL provision.
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.
List of Case Studies
Acknowledgements
List of Abbreviations and Acronyms
List of Figures and Illustrations
List of Tables
Introduction
Chapter 1: Welcome
Chapter 2: EAL in the National and International Context
Part 1
Chapter 3: Key Principles and a Theory of Language
Chapter 4: Learning or Acquiring?
Chapter 5: Masses of Input
Chapter 6: Earlier isn't Necessarily Better
Chapter 7: Implicit and Explicit Learning
Chapter 8: First Languages are Important for Learning English
Chapter 9: Pulling it all Together
Part 2
Chapter 10: Five Principles for Language Across the Curriculum
Chapter 11: BICS and CALP
Chapter 12: Oracy: Talking and Learning
Chapter 13: Reading in a New Language
Chapter 14: Making Meaning in Writing: Field, Tenor and Mode
Chapter 15: Disciplinary Language, Disciplinary Knowledge
Chapter 16: Pulling it all Together: What Counts as Proficiency
Part 3
Chapter 17: Getting to Grips with the Role
Chapter 18: Establishing Effective Assessments
Chapter 19: Welcoming Students
Chapter 20: Getting Connected
Chapter 21: Making Friends and Influencing People
Chapter 22: From Mono to Multi
Chapter 23: CPD for EAL Specialists
Chapter 24: For Everyone
Appendix I: Checklist and Activities for the New EAL Specialist
Appendix II: Networks and Groups
References