Description
Book SynopsisThis 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 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 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.
Trade ReviewReading 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! * Maria Walker, Head of English as an Additional Language Service, Glasgow City Council, UK *
Robert Sharples’ book belongs on the professional reading shelves of every school that aims to promote strong academic attainment among multilingual pupils. In crystal clear prose, Sharples outlines the core knowledge required by teachers to create instructional spaces where EAL learners can use their full repertoire of cognitive and linguistic skills to engage in powerful learning and succeed academically. * Jim Cummins, Professor Emeritus, University of Toronto, Canada *
Teaching EAL is a rare thing, a book about professional practice that is hard to put down. In fact, I think it is the best book I have read about EAL since a book with a similar title (The EAL Teaching Book) was first published in 2002.
* EAL Academy, 2021 *
Table of ContentsFigures, Tables and Case Studies
Acknowledgements
Abbreviations and Acronyms
Chapter 1: Introduction
Chapter 2: EAL in the National and International Context
Part 1: How Additional Languages Are Learned
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: Learning Trajectories and Second Language Pedagogy
Part 2: Language Across the Curriculum
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: The EAL Specialist
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
References
Index
