| Descript |
1 online resource (227 pages) |
| Content |
text txt |
| Media |
computer c |
| Carrier |
online resource cr |
| Edition |
1st ed. |
| Contents |
Intro -- DOI https://doi.org/10.21832/SHARPL4436 -- Contents -- Figures, Tables and Case Studies -- Acknowledgements -- Abbreviations and Acronyms -- 1 Introduction -- 2 EAL in the National and International Context -- Part 1 How Additional Languages Are Learned -- 3 Key Principles and a Theory of Language -- 4 Learning or Acquiring? -- 5 Masses of Input -- 6 Earlier Isn't Necessarily Better -- 7 Implicit and Explicit Learning -- 8 First Languages Are Important for Learning English -- 9 Pulling It All Together: Learning Trajectories and Second Language Pedagogy -- Part 2 Language Across the Curriculum -- 10 Five Principles for Language Across the Curriculum -- 11 BICS and CALP -- 12 Oracy: Talking and Learning -- 13 Reading in a New Language -- 14 Making Meaning in Writing: Field, Tenor and Mode -- 15 Disciplinary Language, Disciplinary Knowledge -- 16 Pulling It All Together: What Counts as Proficiency -- Part 3 The EAL Specialist -- 17 Getting to Grips with the Role -- 18 Establishing Effective Assessments -- 19 Welcoming Students -- 20 Getting Connected -- 21 Making Friends and Influencing People -- 22 From Mono to Multi -- 23 CPD for EAL Specialists -- 24 For Everyone -- Appendix I: Checklist and Activities for the New EAL Specialist -- Appendix II: Networks and Groups -- References -- Index. |
| ISBN |
9781788924450 (electronic bk.) |
|
