Ny!
Proofreading and Editing in Student and Research Publication Contexts
Nigel HarwoodInnbundet
2357,-
Subject Literacy in Culturally Diverse Secondary Schools
Supporting EAL Learners
«A timely contribution to our understanding of how subject teachers can promote subject literacy and improve outcomes for EAL learners. It is written in clear, non-technical language with practical advice and detailed examples that demonstrate language aware strategies, tasks, and feedback across subject specialisations.»
Classroom Discourse
This book supports teachers of all subject specialisms to consolidate their existing knowledge of language and shows them how to develop skills to use language to build subject knowledge at secondary level. Les mer
This book supports teachers of all subject specialisms to consolidate their existing knowledge of language and shows them how to develop skills to use language to build subject knowledge at secondary level. Tasks guide the reader to think about the language we use for different purposes, and how we use it to describe, explain and learn about our world. This paves an accessible way for subject-related language to become more visible and enables readers to use accessible terminology to confidently talk about it, as well as modelling it and guiding the development of its use with all learners, including those with English as an Additional Language (EAL).
Starting from basic educational principles, the book asks readers to consider the processes of learning and why every good teacher needs knowledge about language to support this, addressing a range of questions including:
Who are the EAL learners?
What are the processes of language development?
How is language used to present and discuss knowledge in my subject?
Why does every good teacher need knowledge about language to support subject literacy?
The authors provide examples, discovery tasks, reflections and templates for activities, to help the reader identify the tools they need to set up a framework for scaffolding pupils’ language development. With a progression plan, directed tasks, and formative feedback, this framework provides a template for classroom practice and further professional development.
Starting from basic educational principles, the book asks readers to consider the processes of learning and why every good teacher needs knowledge about language to support this, addressing a range of questions including:
Who are the EAL learners?
What are the processes of language development?
How is language used to present and discuss knowledge in my subject?
Why does every good teacher need knowledge about language to support subject literacy?
The authors provide examples, discovery tasks, reflections and templates for activities, to help the reader identify the tools they need to set up a framework for scaffolding pupils’ language development. With a progression plan, directed tasks, and formative feedback, this framework provides a template for classroom practice and further professional development.
Detaljer
- Forlag
- Bloomsbury Academic
- Innbinding
- Paperback
- Språk
- Engelsk
- Sider
- 256
- ISBN
- 9781350073623
- Utgivelsesår
- 2020
- Format
- 24 x 17 cm
Anmeldelser
«A timely contribution to our understanding of how subject teachers can promote subject literacy and improve outcomes for EAL learners. It is written in clear, non-technical language with practical advice and detailed examples that demonstrate language aware strategies, tasks, and feedback across subject specialisations.»
Classroom Discourse
«A much-needed volume that provides a coherent conceptual framework for extending the teaching of grammar and literacy into the secondary school context. It provides subject teachers, and those delivering ITE and CPD programmes with excellent examples of how teachers can make explicit language used to express knowledge in their particular subjects.»
Urszula Clark, Professor of English and Linguistics, Aston University, UK
«This book is long overdue and fills a gap in understanding how to develop non-native speaker (and native speaker) learners’ academic English in the secondary classroom. The strategies will be invaluable for teachers of all subjects in the secondary as well as for teacher educators, working with secondary student teachers.»
Danièle Flament-Boistrancourt, Emeritus Professor, Université Paris-Nanterre, France
«The authors have identified and filled a gap, in providing research-based practice and guidance to secondary colleagues, with a subject specialist focus. Throughout, they weave in additional references and links to resources to further support teachers, offering scope for further development of their pedagogical approaches. It has incorporated andragogical approaches from work-based learning, which can support departmental and whole school improvement for EAL learners.»
EAL
Kunders vurdering
Skriv en vurdering
Oppdag mer
Bøker som ligner på Subject Literacy in Culturally Diverse Secondary Schools:
Ny!
Ny!