Please use this identifier to cite or link to this item: https://lib.hpu.edu.vn/handle/123456789/28139
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dc.contributor.authorPim, Chrisen_US
dc.date.accessioned2017-11-22T02:33:39Z
dc.date.available2017-11-22T02:33:39Z
dc.date.issued2012en_US
dc.identifier.isbn978-1-4411-8831-1en_US
dc.identifier.otherHPU4161688en_US
dc.identifier.urihttps://lib.hpu.edu.vn/handle/123456789/28139-
dc.description.abstractSchools often need reassurance when dealing with learners of English as an additional language (EAL) new-arrival learners tend to cause the most concern. Yet experience shows that most learners settle quickly and make rapid progress when practitioners develop inclusive approaches to teaching and learning. Paradoxically, research has shown that those we need to worry more about are advanced EAL learners, those who have been in the system from birth or for many years. These learners might appear to be coping well but could actually be underachieving in relation to their cognitive and academic potential. It can be useful to group EAL learners into three distinct categories based upon their English-language profi ciency.en_US
dc.format.extent169 p.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherContinuum International Publishing Groupen_US
dc.subjectEALen_US
dc.subjectAdditional languageen_US
dc.subjectEnglishen_US
dc.title100 Ideas for Supporting Learners with EALen_US
dc.typeBooken_US
dc.size405Kben_US
dc.departmentSociologyen_US
Appears in Collections:Sociology

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