English as an additional language : a guide for teachers working with linguistic minority pupils

161 Pages·2010·8.28 MB·English

by  Constant Leung

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English as an
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‘This book represents the outcome of long-term national and international h
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collaboration. The different contributions embody many important principles. s Additional Language
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As such this book speaks powerfully to all who aspire to create learning opportunities n
for students in multilingual classrooms.’ A
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Viv Edwards, Director, National Centre for Language and Literacy, University of Reading i
t Approaches to teaching linguistic minority students
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L edited by Constant Leung & Angela Creese
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Do you have EAL students in your class? Would you like guidance on teaching your n
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subject to EAL students? With linguistic diversity on the increase, teachers from all u
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subject areas and levels of school education are working with students for whom English g
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is an additional language, helping them to develop their English for learning purposes.
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This book provides an invaluable and accessible resource for working with EAL d
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students. It brings together the international experiences and expertise of a team of d

distinguished language educators who explore a range of teaching approaches and b
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provide professionally-grounded practical advice.
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The chapters cover themes, references and pedagogic concerns common to teachers t
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across the globe. t

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This book will be of use to individual teachers who want to extend their knowledge n
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and practice, and also as a set text for professional development programmes.
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nge Student profile Age:
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Professor Constant Leung is Professor of Educational Linguistics at King’s College London. r Boy/girl:
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Angela Creese is Professor of Educational Linguistics in the School of Education at se D.O.B: Contact teacher – school:
the University of Birmingham. Place of birth: Contact teacher – support service:
Length of residence/date of entry:
Religion:
Ethnicity:
Language(s) spoken:
ISBN: 978-1-84787-532-7
Language(s) read/written:
9 781847 875327 Languages used by parents/carers/siblings,
Cover image © istockphoto • Cover design by Francis Kenney Cinocmlumdiunngi tEyn lgalnisghu:age/supplementary school:
Leung_English as an additional language_A guide for teachers AW.indd 1 26/1/10 16:29:19
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English as an Additional
Language
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Education at SAGE
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Oureducationpublishingincludes:
(cid:117) accessibleandcomprehensive texts for aspiring
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(cid:117) inspirationaladviceandguidance for the classroom
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Findoutmore at: www.sagepub.co.uk/education
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English as an Additional
Language
Approaches to Teaching Linguistic
Minority Students
Editedby
ConstantLeungandAngelaCreese
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EditorialarrangementandIntroduction©ConstantLeung andAngela
Creese2010
Firstpublished2010
Chapter1©ConstantLeung
Chapter2©FrankMonaghan
Chapter3©MannyVasquez
Chapter4©AlanWilliams
Chapter5©AngelaCreese
Chapter6©CandaceHarper,KimberlyCookandCarolK.James
Chapter7©MargaretR.Hawkins
Chapter8©EsterJ.deJongandRebeccaFreemanField
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Contents
List of tables vii
Appendix vii
Contributors ix
Foreword xiii
Preface xv
Introduction xvii
Angela Creese and Constant Leung
1 Communicative Language Teaching and EAL: Principles and
Interpretations 1
Constant Leung
2 Mainstream Participatory Approaches: From Slipstream to
Mainstream 15
Frank Monaghan
3 Beyond Key Words 33
Manny Vazquez
4 Connecting Communication, Curriculum and Second Language
LiteracyDevelopment:MeetingtheNeedsof‘LowLiteracy’

EAL/ESLLearners 44
Alan Williams
5 Teaching Approaches in Two-Teacher Classrooms 58
Angela Creese
6 Content-Language Integrated Approaches for Teachers of
EAL Learners: Examples of Reciprocal Teaching 75
Candace Harper with Kimberly Cook and Carol K. James
7 Sociocultural Approaches to Language Teaching and Learning 97
Margaret R. Hawkins
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vi ENGLISHASANADDITIONALLANGUAGE
8 Bilingual Approaches 108
Ester J. de Jong and Rebecca Freeman Field
Concluding Remarks 123
Constant Leung and Angela Creese
Author Index 127
Subject Index 129
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List of tables
2.1 Teacher roles 18
2.2 Categories and sub-categories of support 19
2.3 Key history genres 27
8.1 Additive bilingual and multilingual program models 113
Appendix
Appendix 6.1 Differences in Palincsar and Brown’s RT model (1984)
and the RT models adapted by Carla and Miki 95

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Contributors
Kimberly Cook is an Adult Education ESL teacher for the Alachua County
School District in Gainesville, Florida. She has been teaching ESL for the past
19 years. She has been an ESL teacher-educator for Saint Leo University and
for K-12 teachers in the local school district, and she regularly supervises
preserviceteachersintheirESLteachingpracticumattheUniversityofFlorida.
She has a Master's degree in Multilingual/Multicultural Education from the
University of Florida.
Angela Creese is Professor of Educational Linguistics at the School of
Education, University of Birmingham. Her research focuses on interaction in
multilingual classrooms. Her work is theoretically and methodologically
informed by anthropological linguistics and she has used this approach to
investigateteachercollaborationinlinguisticallydiverseschoolsandbilingual
interaction in complementary and mainstream schools.
Rebecca Freeman Field has conducted ethnographic/discourse analytic
research on bilingualism and education in multilingual communities, and
consulted with schools on language education policy, program and profes-
sional development. Her books, Bilingual Education and Social Change (1998),
Building on Community Bilingualism (2004), and English Language Learners at
School:AGuideforAdministrators(2006,co-editedwithElseHamayan)promote
equalaccesstoeducationalopportunitiesandmultilingualismthroughschool-
ing. She is currently Adju nct Professor at the University of Pennsylvania and
Director of the Language Education Division of Caslon.
Candace Harper is an Associate Professor in ESL/Bilingual Education at the
UniversityofFlorida.ShehasbeenanESL/EFLteacherandteacher-educatorin
the USA, Australia, Bosnia and France. Her research interests have focused on
language and literacy development in EAL learners, the nature of EAL special-
ist teacher expertise, and the preparation of general educators to work effec-
tively with EAL learners. She is currently studying the collaboration of
ESL/bilingual and other curriculum specialist educators.
Margaret R. Hawkins in an Associate Professor in the Department of
CurriculumandInstructionattheUniversityofWisconsin-Madison.Herresearch
focuses on languages and literacies of English learners in schools, community-
based sites of learning for immigrant and refugee youth, home/school relations,
language teacher education, and, most recently, on non-gateway districts’ and
schools’responsestonewimmigrantandrefugeepopulations.
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