Including and Supporting Learners of English As an Additional Language

Including and Supporting Learners of English as an Additional Language identifies issues arising in teaching children from a range of linguistic backgrounds, and provides practical, research-grounded suggestions for good practice. Issues are discussed in the context of social inclusion and the Every Child Matters agenda and some differences in policy between England and Wales are identified. Strategies for working with children for whom English is an Additional Language (EAL) are explored and attention is paid to the period of transition between Key Stage 2 (KS2) and Key Stage 3 (KS3). Case studies, points for discussion or reflection and research summaries are incorporated in this accessible text. Clear links to the Qualified Teacher Status (QTS) standards for both England and Wales are provided, and a bank of suggested resources and support material is included. Essential reading for all trainee teachers working with EAL students and a useful resource for practitioners looking to refresh their skills

Introduction \ 1. Setting the Context and Identifying Issues \ 2. Language and Identity \ 3. Language Acquisition \ 4. A Language Rich Environment \ 5. The Supportive Learning Environment \ 6. Assessment \ 7. General Strategies to Support EAL Acquisition \ 8. Developing Competence in English \ 9. End Note \ Index