By Constant Leung; Angela Creese
Advent - Angela Creese and relentless Leung Communicative Language educating and EAL: rules and Interpretations - consistent Leung Mainstream Participatory techniques: From Slipstream to Mainstream - Frank Monaghan past keyword phrases - Manny Vazquez Connecting verbal exchange, Curriculum and moment Language Literacy improvement: assembly the wishes of 'Low Literacy' EAL/ESL beginners - Alan Williams educating ways in Two-Teacher school rooms - Angela Creese Content-Language built-in ways for academics of EAL newcomers: Examples of Reciprocal educating - Candace Harper with Kimberly cook dinner and Carol okay James Sociocultural techniques to Language instructing and studying - Margaret R Hawkins Bilingual techniques - Ester J de Jong and Rebecca Freeman box Concluding comments - consistent Leung and Angela Creese
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Extra resources for English as an additional language : a guide for teachers working with linguistic minority pupils
2 Some traces of this concept can be found in the 2008 version of the English National Curriculum (QCA, 2007: 47), a curriculum designed with the mainstream school population in mind. 3 For reasons of space and scope, only examples of use of English in school curriculum-related projects will be discussed here. There are countless examples of Communicative Language Teaching in fields such as English as a Foreign Language. 4 The work produced by the LINC project was not officially published because policy-makers at the time did not consider the material fit for purpose.
Their bilingualism is to be made ‘visible’ but only as a tool to support transition to English and access to ‘normal lessons’, rather than as an integral part of their identity and a positive contribution to diversity in the UK. The slim line 15 Leung & Creese 3968-Ch-02:Leung & Creese 3968-Ch-02 16 18/01/2010 12:33 PM Page 16 ENGLISH AS AN ADDITIONAL LANGUAGE between the promotion of diversity and the avoidance of exclusion has been a constant feature of official policy down the years and this has inevitably been reflected in approaches to teaching and learning.
Cambridge: Cambridge University Press. Veel, R. (1997) ‘Learning how to mean – scientifically speaking: apprenticeship into scientific discourse in the secondary school’, in F. Christie and J. Martin (eds), Genre and Institutions: Social Processes in the Workplace and School. London: Continuum (pp. 161–95). Widdowson, H. (1975) Language as Communication. Oxford: Oxford University Press. Widdowson, H. (1978) Learning Language as Communication. Oxford: Oxford University Press. Leung & Creese 3968-Ch-02:Leung & Creese 3968-Ch-02 18/01/2010 12:33 PM Page 15 2 Mainstream Participatory Approaches: From Slipstream to Mainstream Frank Monaghan From slipstream to mainstream The arrival in the UK of Asian and West Indian families in the 1950s saw the gradual emergence of a variety of approaches to the teaching and learning of what we now in the UK term English as an Additional Language.
English as an additional language : a guide for teachers working with linguistic minority pupils by Constant Leung; Angela Creese