This practical guide considers the research evidence that is needed to inform enlightened practice, and offers concrete suggestions and teaching approaches for early years settings and classrooms. This comprehensive book shows the ‘what,’ the ‘how,℉ and the ‘why’ of innovative, creative practice for teaching language and literacy. The author clearly examines how young children learn to use both spoken and written language, and shows how to assess, plan and teach for the effective learning of speaking, listening, reading and writing. Each chapter includes case studies, learning and teaching suggestions, and further reading.
Chapter 10: Supporting Children for Whom English is an Additional Language
Supporting Children for Whom English is an Additional Language
If the language environment is natural, consistent and stimulating, children will pick up whatever languages are around.
Bilingual learners need both the curriculum that motivates and has relevance for them and the systematic language development and feedback that enables them to achieve within it.
This chapter has as its starting point the belief that all settings and classrooms are enriched by children for whom English is an additional language (EAL). As early years practitioners and teachers plan the implementation of a language and literacy programme for the mother-tongue English-speaking children they will, in many geographical areas, need to consider the significant number of children for whom English ...