Teaching EAL: Evidence-based Strategies for the Classroom and School

Author: Robert Sharples

Related Formats:
Hardback, Ebook(PDF), Ebook(EPUB)
Multilingual Matters
Number of pages:
225mm x 170mm

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This 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.

Reading 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

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. 

Figures, Tables and Case Studies
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



Postgraduate, Research / Professional, Undergraduate, Text
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