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Language experiences, evaluations and emotions (3Es): Analysis of structural models of multilingual identity for language learners in schools in England ...
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English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England ...
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Who do you hang out with? How Chinese students' social networks relate to their perceived oral proficiency gains during study abroad experiences ...
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Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England ...
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Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention ...
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English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England
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Language Development and Social Integration of Students with English As An Additional Language
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Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China ...
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation ...
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
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Written Corrective Feedback, Learner-Internal Cognitive Processes, and the Acquisition of Regular Past Tense by Chinese L2 Learners of English
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
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The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue
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The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL ...
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Abstract:
This paper aims to define the knowledge base of teaching in linguistically diverse secondary schools in England. Based on extensive interviews with the teachers across two schools, the paper identifies a range of good practices centred on flexibility and differentiation. These include diversifying teaching resources by using bilingual materials and dialogic tasks, as well as making adjustments to teaching by simplifying input and including cultural references. These practices are characterised by ‘a situated child-centred approach’ which is underpinned by 10 core principles of multilingual classroom pedagogy for English as an additional language. Implications for education policy and practice are also discussed. ... : The authors are grateful to the Bell Foundation for supporting the research on which this article was based and to the research team which included Madeleine Arnot, Michael Evans, Linda Fisher, Karen Forbes, Mei Hu, Yongcan Liu, Claudia Schneider and Oakleigh Welply. The authors are grateful to the participants in the schools and communities who gave their time to help this project. The views expressed here are those solely of the named authors of this article. ...
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Keyword:
English as an additional language; knowledge base of teaching; multilingual classroom pedagogy; situated child-centred approach; teacher knowledge of linguistic diversity
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URL: https://dx.doi.org/10.17863/cam.14331 https://www.repository.cam.ac.uk/handle/1810/268106
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The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL
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Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England
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The Value and Benefits of Learning a Foreign Language in Community Settings in the UK: older adults' perceptions of what this does and means for them
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Hooker, Rebecca. - : University of Exeter, 2011. : Graduate School of Education, 2011
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