100 Ideas for Supporting Learners with EAL

dc.contributor.author	Pim, Chris	en_US
dc.date.accessioned	2017-11-22T02:33:39Z
dc.date.available	2017-11-22T02:33:39Z
dc.date.issued	2012	en_US
dc.identifier.isbn	978-1-4411-8831-1	en_US
dc.identifier.other	HPU4161688	en_US
dc.identifier.uri	https://lib.hpu.edu.vn/handle/123456789/28139
dc.description.abstract	Schools 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.extent	169 p.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en	en_US
dc.publisher	Continuum International Publishing Group	en_US
dc.subject	EAL	en_US
dc.subject	Additional language	en_US
dc.subject	English	en_US
dc.title	100 Ideas for Supporting Learners with EAL	en_US
dc.type	Book	en_US
dc.size	405Kb	en_US
dc.department	Sociology	en_US