Summary
Contents
Subject index
In order to have a strong understanding of primary English, teachers need to understand how children learn reading, writing and language, and how these develop throughout childhood. Covering the interconnected areas of speaking, listening, reading and writing, and aware of the new National Curriculum in England, this book gives beginning teachers clear pragmatic guidance on how to plan, deliver and assess high-quality teaching. Key features: Recurring case studies in each chapter provide realistic examples of children’s literacy development across the primary age phase • Research focus boxes explore contemporary research findings and what they mean for the classroom • Activities and classroom application sections give practical advice that can be used in teaching. • This is essential reading for all students studying primary English on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, PGDE, School Direct, SCITT), and also NQTs.
English as an additional language
English as an additional language
Objectives
- To exemplify language for thought and language for communication in pupils with English as a second language
- To identify features of progression in acquiring English as a second language
- To relate progression in acquiring English as a second language to daily classroom practice
- To evaluate common forms of assessment for pupils with English as a second language
Introduction
Pupils with English as an additional language (EAL) are a feature of many primary classrooms in the United Kingdom. These pupils have specific patterns of progression in acquiring English that are both similar to and different from native English speakers. EAL pupils are not a uniform group. Like monolingual pupils, some may have learning difficulties and some may be very able pupils. ...
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