Supporting Eal Learners: Strategies For Inclusion

Supporting EAL Learners : Strategies for inclusion is a comprehensive guide to language teaching for upper-primary and secondary teachers with learners in their class who speak a home language other than English. English as an Additional Language (EAL) learners face the dual task of learning both English and subject content through English. To include these learners, this double load needs to be factored into the teaching and learning process. Packed with useful tips and techniques for every stage of the EAL learning journey, teachers in all kinds of contexts will benefit from this book. Part A starts with theory, defining EAL, describing different types of EAL provision, and summarising key concepts in EAL related to inclusive pedagogy and Second Language Acquisition. Part B has seven chapters of techniques to support EAL learners, covering effective instructions, introducing and developing vocabulary, developing speaking and writing skills, working with texts, and inclusive approaches. Each chapter covers a range of specific challenges in the classroom and is divided into three sections: The challenge: An example of a specific challenge that teachers and learners may encounter in the classroom. Suggested techniques: A range of techniques, strategies, approaches, or activities to help teachers and learners overcome that challenge. Over to you: A development or reflection task to encourage teachers to engage with each technique. Part C provides ideas to support EAL learners and their families beyond the classroom, helping them to become active members of the wider school community. A pioneering, multi-award-winning series of books for English Language Teachers with professional development in mind, blending theory, practice and development. The DELTA Teacher Development Series features some of the best and most expert authors in ELT, writing about fundamental areas of professional interest to teachers today. Each title in the series has three distinctive parts – A, B and C, which focus in turn on theory, practice and development: • A: What do you need to know? What have others in the profession said or written? What is the latest information? How are things changing? • B: What can you do? What practical activities can you carry out? How can you and your students get the most out of your teaching? How can you help yourself to help them better? • C: How can you develop from here? What is the next step? How can you go further as a teacher in your own professional development?