English as an Additional Language (EAL)
Teaching and Learning for pupils with English as an additional language Evidence Identifying the teaching context for EAL learners Developing language and literacy for EAL learners Resourcing the teaching of EAL learners |
Spoken English for beginner EAL learnersIn keeping with the advice throughout this guide, teachers are exhorted to view multilingualism as an asset. Thus, Beginner English learners should not be assessed only in term of limited English. They already hold understanding about language and how it works from the development of their heritage language (Cummins 1979; Baker, 2011). They are potentially gifted linguists whose skills are cause for celebration. Pupils with a developing fluency in spoken English are likely to be beginning to read and write in English, but a continuing focus on the development of spoken language remains crucial in order that explicit knowledge about the way that English works is introduced (Krashen, 1986; Swain 2000). Teachers supporting beginner EAL learners need to know:
Beginner EAL learners’ spoken language use may have the following characteristics:
Spoken language activities for beginner EAL learners:
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Original guide sponsored by the University of Winchester, this revision sponsored by The University of Reading and Hampshire EMTAS.