1st Edition

Teaching English as an Additional Language in Secondary Schools
Theory and practice





ISBN 9781138783539
Published November 16, 2016 by Routledge
214 Pages 10 B/W Illustrations

USD $44.95

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Book Description

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.

Table of Contents

Introduction  1. English as an Additional Language: What does it mean, who is it for, and how is it acquired?  2. Policy perspectives - A changing nation changing schools  3. Whole school policy, leadership and research informed practice  4. EAL Pedagogy and practice in the classroom  5. Enhancing EAL learning and teaching: Using TEL and online resources  6. Advancing learning through assessment  Conclusion

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Author(s)

Biography

Dr Seán Bracken is a Senior Lecturer at the University of Worcester, UK. He has extensive international experience in curriculum development and leadership in the fields of EAL, diversity and inclusion.  

Catharine Driver is a self-employed EAL and literacy consultant and teacher trainer.

Karima Kadi-Hanifi is a Senior Lecturer at the University of Worcester, UK. She specialises in second language acquisition and leads the PGCE Secondary EAL pathway.