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By: (Author) Catharine Driver , (Author) Karima Kadi-Hanifi , (Author) Sean Bracken
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With 13% of learners in secondary schools having English as an additional language it is crucial for all teachers to understand the needs of these students and plan distinctive teaching approaches to engage and support them. This timely new text provides trainee and practising teachers with the skills and practical knowledge they need to meet the learning requirement of students for whom English is an additional language.
The book sets out realistic ways in which EAL learners can be engaged and stretched in their learning building on their prior literacy, cultural experiences and language learning. It offers practical classroom teaching and learning strategies to show teachers how they can help EAL learners to access the curriculum and reflect their learning in assessments.
With increasing numbers of learners in secondary schools having English as an additional language, it is crucial for all teachers to understand the learning requirements of these students and plan distinctive teaching approaches to engage and support them. This book provides school leaders, trainee teachers and qualified teachers with the skills and practical knowledge they need to strengthen the learning outcomes of students for whom English is an additional language.
Teaching English as an Additional Language in Secondary Schools
sets out realistic ways in which EAL learners can be engaged and stretched in their learning, building on their prior literacy, cultural experiences and language learning. It clearly explains the theory and key research into how additional languages are acquired and offers practical classroom teaching and learning strategies to show teachers how they can help EAL learners to access the curriculum and reflect on their learning through assessments.
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Drawing on the daily experiences of teachers and teaching assistants, this book will be essential reading for all trainee and practising teachers that want to ensure students with EAL fulfil their true learning potential.
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