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Key ReadingsThis section of the site contains a selection of readings and articles relating to each section of the website. Teaching and LearningTeacher Knowledge and UnderstandingExtract - Qualifying to teach: Handbook of Guidance Extracts from this TTA publication focussing on guidance relating to EAL Review - Qualifying to teach: Handbook of Guidance An extract from a NALDIC publication reviewing guidance concerning EAL learners in the TTA's QTS handbook The conclusions of a 2002 consultation convened by the TTA which identified areas that student teachers would need to understand to work effectively with EAL students The Distinctiveness of English as an Additional Language A review of this influential NALDIC publication The EAL teacher: descriptors of good practice An extract from this NALDIC publication which begins to define the common core of knowledge, skills and understanding of EAL teachers A summary of the QTS standards with particular reference to EAL learners A summary of OTS standards which have particular relevance to the teaching and learning of EAL
Bilingualism and second language acquisitionJim Cummins article on the differences between acquiring English for social purposes and English for academic purposes Bilingual Children's Mother Tongue and Why is it important for education? Jim Cummins article on the role of pupils' first languages in developing academic English proficiency Bilingual Learners: Bilingualism, Learning and Inclusion A 2005 article by Maggie Gravelle aimed at student teachers and trainees as an introduction to bilingualism and second language acquisition A summary of Harris's 1997 article on the concept of 'romantic bilingualism' Displacing the 'native speaker' A summary of Rampton's 1990 article discussing language expertise, affiliation and inheritance Language proficiency, Bilingualism and Academic Achievement A summary of Cummins' 1984 paper discussing bilingualism and academic achievement School Effectiveness for language minority students A summary of Collier and Thomas' 2002 analysis of the effectiveness of different educational programme models for pupils learning EAL in school. School Effectiveness for Language Minority Students Final report of Collier and Thomas' National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement The effectiveness of bilingual education Rennie and Marcos paper bringing together research assessing the effectiveness of a range of bilingual education programme models Tri-lingual 11 year olds in Hackney Summary of a recent research project from the University of East London highlighting how children can thrive on a complex diet of language and literacy Portuguese students who attend mother tongue classes Summary of a research study at Goldsmiths College, University of London which indicates that Portuguese students who attend mother tongue classes have a much higher probability of obtaining grades A*-C.
Language and CurriculumIntegrating school-aged EAL learners into the mainstream curriculum An article by Leung from Naldic Quarterly 2.1 Summary - Partnership Teaching A summary of Bourne and McPake's 1991 work on Partnership Teaching: Summary - Learning to learn in a second language A review of this influential 1993 work by Gibbons Summary - ESL v mainstream classes A summary of this 1994 Harklau study of pupils transition from separate ESL classes to the mainstream Summary - Reading as a cultural matter A summary of Eve Gregory's 1996 work examining the reading practices of bilingual children and their families Summary - When nature needs some help A summary of Davison's 1990 critique of the natural learning approach Summary - Integrating language and academic content A summary of Snow, Met and Genesee's 1992 work on the integration of language and content instruction. Summary - Teaching content through a second language. A summary of Met's 1994 work which suggests approaches to language and content www.iteachilearn.com/cummins/bicscalp.html by Jim Cummins. Includes a critique of BICS and CALP, and a bibliography of related reading The Distinctiveness of English as an Additional Language A summary of this influential 1999 NALDIC publication The EAL teacher: descriptors of good practice An extract from this NALDIC publication which begins to define the common core of knowledge, skills and understanding of EAL teacher http://www.naldic.org.uk/docs/resources/vignettes.cfm NALDIC vignettes (2001) Supporting EAL Learners in Mainstream ClassroomsCummins, J. (2001) An Introductory Reader to the Writings of Jim Cummins. Clevedon : Multilingual Matters Dalby, A. (1998) Dictionary of Languages. London : Bloomsbury Edwards, V. (2005) The Other Languages: a guide to multilingual classrooms. Reading : NCLL A brief and accessible guide to the major ‘community’ languages spoken by children in UK schools, including a photocopiable language survey form for finding out which languages are spoken, as well as information on writing systems, naming systems and religions. Edwards, V. (1998) The power of Babel: teaching and learning in multilingual classrooms. Stoke-on-Trent : Trentham Books. Available from NCLL. Gibbons, P. (2000) Learning to Learn in a Second Language. Newtown, N.S.W. : Primary English Teaching Association Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning. Portsmouth NH : Heinemann . Gravelle, M. (2000) Planning for Bilingual Learners. Stoke on Trent : Trentham Books Gregory, E. (1996) Making sense of a new world: learning to read in a second language. London : Paul Chapman. Gregory, E., Long, S. & Volk, D. (Eds.) (2004) Many pathways to literacy: young children learning with siblings, grandparents, peers and communities. London : Routledge Falmer Studies of home, school, community school, nursery and church settings which show how children create for themselves radical forms of teaching and learning in ways that are not typically recognized, understood or valued in schools. McWilliam, N. (1998) What’s in a Word? Stoke-on-Trent : Trentham Multilingual Resources for Children Project (1995) Building bridges: multilingual resources for children. Clevedon : Multilingual Matters. Also available from NCLL N.A.G.C. (National Association for Gifted Children) (2003) Meeting Needs of Pupils with English as an Additional Language: some practical guidance. Milton Keynes : NAGC. . National Union of Teachers (2002) Relearning to Learn. London : NUT. Ofsted HMI 453 (2003) The education of asylum-seeker pupils. Ofsted report containing useful case studies. Retrieved on 11th September, 2005 from http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3418
Rutter, J. (2003) Supporting Refugee Children in 21st Century Britain. Stoke on Trent : Trentham Books. Salusbury World (2004) Home from Home. London : Save The Children.
Community LanguagesEvery Teacher has a story to tell A pilot research study of teachers in supplementary and mother tongue school by Raymonde Sneddon (June 2003) http://www.le.ac.uk/education/research/complementary_schools Complementary schools and their communities in Leicester (Peter Martin, Angela Creese and Arvind Bhatt) This presents the final report of an ESRC funded study on the provision of complementary education and the role played by the schools in their community Six year olds recognise different scripts and understand how they work Summary of a research study at London University's Institute of Education Learning to read in three languages at the age of 5 Summary of a six-year research study from the University College Northampton of mainly Pahari and Urdu speaking children of Pakistani heritage Children see language as a feature of their identity A summary of University of Southampton research study of children learning community languages Summary of a research study at the Institute of Education of Bosnian parents' struggle to maintain their children's bilingualism
AssessmentCenter for Applied Linguistics - Alternative Assessment and Second Language Study http://www.cal.org./resources/digest/hancoc01.html Center for Applied Linguistics - English Language Learners and High-Stakes Tests http://www.cal.org/resources/digest/0207coltrane.html Center for Applied Linguistics - Practical Ideas On Alternative Assessment for ESL Students http://www.cal.org/resources/digest/tannen01.html NALDIC's Position Statement on Assessment of English as an additional language www.naldic.org.uk/docs/research/assessment.cfm Qualifications and Curriculum Authority - Assessment for Learning http://www.qca.org.uk/10009.html Queensland Government Writing Bandscales for speakers of other languages http://education.qld.gov.au/students/evaluation/monitoring/bandscales/writing/index.html TESOL - Organisation of the ESL Standards http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=312 U.S. Office of English Language Acquisition - ELL Assessment and Accountability http://www.ncela.gwu.edu/resabout/assessment/index.html Victorian Curriculum and Assessment Authority, Austrialia - Key Learning Areas http://csf.vcaa.vic.edu.au/es/kses.htm Westminster LEA Stages of English for Reading, Writing, Speaking and Listening: http://www.labsservice.westminster.gov.uk/lang_ethnic_service/pdfdownloads_advice_ monitoring_support/stages_%20of_english.pdf
Working with EAL specialists and other support staffExtract from OFSTED Inspecting Subjects 3 - 11: English as an Additional Language OFSTED 2001 Extract from OFSTED Inspecting Subjects 11 - 16: English as an Additional Language OFSTED 2001 Extract from National Occupational Standards for Teaching Assistants An extract from the standards concerned with teaching assistants who provide support for bilingual pupils The EAL teacher: descriptors of good practice An extract from this NALDIC publication which begins to define the common core of knowledge, skills and understanding of EAL teachers A summary of the QTS standards with particular reference to EAL learners A review of the OTS standards which have particular relevance to the teaching and learning of EAL Summary - Integrating school-aged ESL learners into the mainstream curriculum A summary of this 2003 Leung article Summary - Partnership Teaching A summary of Bourne and McPake's 1991 work on Partnership Teaching The role of the bilingual teaching assistant A Hertfordshire checklist stressing the importance of maintaining and developing children's first language A checklist designed to help EAL and subject/mainstream teachers to reach an agreement on a collaborative model of wor Checklist of inclusive practice Extract from DfES (2002) Supporting pupils learning English as an additional language Module 6 Use of First language in the literacy hour Downloadable module from DfES (2002) Supporting pupils learning English as an additional language concerning first language use in the literacy hour
Combating RacismBlackledge, A (2000) Education, Diversity and Social Justice, NALDIC News 22, November 2000 Cline, T (2002) EAL and Race Equality Naldic News 2002 article which examines how institutional racism influences the delivery of services to children learning EAL in school Cummins, J (2000) Language, Power and Pedagogy. Clevedon, Avon : Multilingual Matters Gillborn, D (2001) Articulating the relationship between EAL, Bilingualism, African Caribbean Pupil Achievement and Race Equality, NALDIC News 23, March 2001 Harris, R (2000) Agency, Social Class and Language: overlooked features of the African Caribbean achievement NALDIC News 22, November 2000
SEN and Gifted and TalentedCentre for Studies on Inclusive Education - An Overview http://inclusion.uwe.ac.uk/csie/index-overview.htm Information about clinical teaching, peer consultation and the other strategies : http://www.ericdigests.org/2003-3/english.htm Portsmouth Ethnic Minority Achievement Service SEN information The full text of the SEN Code of Practice at: http://www.teachernet.gov.uk/docbank/index.cfm?id=3724
Teaching refugee and asylum seeker pupilsAegis Institute (2003) Refuge: learning about refugees with refugees - a citizenship education project. Nottingham : The Aegis Institute (www.refugeproject.com) Bolloten, B. (Ed.) (2004) Home from Home: a guidance and resource pack for the welcome and inclusion of refugee children and families in school. London : Salusbury WORLD / Save the Children. Available from: http://www.savethechildren.org.uk/scuk/jsp/resources/details Cattanach, A. (1995) Play Therapy: Where the Sky Meets the Underworld. London : Jessica Kingsley DfES (2003) Managing Pupil Mobility: Guidance. London : DfES [DfES/0781/2003 and DfES/0780/2003]. Retrieved on 24th September, 2005 from: http://www.standards.dfes.gov.uk/sie/documents/pmguidance.pdf DfES (2004) Aiming High: Guidance on Supporting the Education of Asylum Seeking and Refugee Children. London : DfES. Retrieved on 24th September, 2005, from: http://www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/AH_Gdnc_ AS_RFG_Apr04/asylumguidance.pdf DfES (2000) Guidance on the Education of children and young people in care. London : DfES Dobson, J, Henthorne, K, and Lynas, Z. (2000) Pupil Mobility in Schools: Final Report. London : Migration Research Unit, University College Donnellan, C. (Ed.) (2004) Refugees. London : Independence Educational Publishers Elbadour, S. (1993) 'Ecological Integrated Model of Children of War: Individual and Social Psychology' in Child Abuse and Neglect, Vol. 17 Ellis, D. (2004) The Breadwinner. Oxford : Oxford University Press Free, E. (2003) Young Refugees: providing emotional support to young separated refugees in the UK. London : Save the Children. Hamilton, R. & Moore, D. (2004) Educational Interventions for Refugee Children. London : Routledge Falmer Hartley-Brewer, E. (2003) Stepping Forward -Working together through peer support. London : NCB Publications. Hoffman, M. (2003) The Colour of Home. London : Frances Lincoln Ltd London Borough of Newham (2003) Managing mid-phase pupil admissions: a resource and guidance folder for schools. Newham : Newham Education Action Zone Mitchell, P. (2004) Petar’s Song. London : Frances Lincoln Ltd. Naidoo, B. (2000) The Other Side of Truth. London : Puffin National Union of Teachers (2002) Relearning to Learn. London : National Union of Teachers Power, S., Whitty, G., Youdell, D. (1995) No Place to Learn: Homelessness and Education. London : Shelter Ofsted (2003) The education of asylum-seeker pupils. London : Ofsted. Retrieved on 24th September, 2005 from: http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3418 - Ofsted report on their evaluation of the impact on schools of the arrival of asylum-seeker pupils. QCA (2004) Pathways to learning for new arrivals. London : QCA http://www.qca.org.uk/8476.html - QCA has recently launched this site for teachers of international new arrivals including children from refugee and asylum seeking backgrounds. The site aims to help teachers respond to the needs of children newly arrived from overseas. It provides:
Richman, N. (1998) In The Midst of the Whirlwind – a manual for helping refugee children. Stoke-on-Trent : Trentham Books Rosselson, L. (2002) Home is a Place called Nowhere. Oxford: Oxford University Press Rutter, J. (1998) Refugees: A Resource Book for Primary Schools. London : Refugee Council Rutter, J and Hyder, T. (1998) Refugee Children in the early years: issues for policy makers and providers. London : Refugee Council and Save the Children Rutter, J. (2003) Supporting Refugee Children in 21st Century Britain - a compendium of essential information. Stoke-on-Trent : Trentham Books Rutter, J. (2004) Refugees: We left because we had to (3rd Edition). London : Refugee Council Save the Children (2001) I didn't come Here for Fun...Listening to the Views of Children and Young People who are refugees or asylum-seekers in Scotland. London : Save the Children Save the Children (2003) Young Refugees: Providing emotional support to young separated refugees in the UK. London : Save The Children. Retrieved on 24th September, 2005 from http://www.savethechildren.org.uk/scuk/jsp/resources/details.jsp?id=234&group= resources§ion=publication&subsection=details Shelter (2002) No Room to Play. London : Shelter Shelter (2002) Where’s home? Children and homelessness in Bristol. London : Shelter Siraj-Blatchford, I. (2000) A Curriculum Development Handbook for Early Years Educators. Stoke-on-Trent : Trentham Books Smith, C. (2004) B.E.S.T. Buddies. London : Lucky Duck Publishing (http://www.luckyduck.co.uk) Spafford, T. and Bolloten, B. (1995) 'The Admission and Induction of Refugee Children into School' in Multicultural Teaching Volune 14 Number 1. Stoke-on-Trent : Trentham Books Spafford, T., Bolloten, B., McAusland, R. (2004) I am here! Teaching about refugees, identity, inclusion and the media: a Citizenship / PSHE resource pack for 11 to 14 year olds. London : Save the Children Stanley, K. (2001) Cold Comfort - young separated refugees in England. London : Save the Children Tolfree, D. (1996) Restoring Playfulness – Different Approaches to Assisting Children who are Psychologically Affected by War or Displacement. Stockholm, Sweden : Radda Barnen / Swedish Save the Children Westminster Education Action Zone's Refugee Achievement Project (2004) A Welcome Experience: A PSHE/Citizenship programme of work for Key Stages 1 & 2. London : School Effectiveness / Westminster LEA Wilkes, S. (1995) One Day We Had to Run! London : Evans Brothers Ltd. Zephaniah, B. (2001) Refugee Boy. London : Bloomsbury Publishing
ITEITE ProgrammesQualifying to teach: Handbook of Guidance Extracts from this TTA publication focussing on guidance relating to EAL The conclusions of a 2002 consultation convened by the TTA which identified areas that student teachers would need to understand to work effectiely with EAL students Reviewing Qualifying to teach: handbook of guidance An extract from a NALDIC publication reviewing guidance concerning EAL learners in the TTA's QTS handbook The EAL teacher: descriptors of good practice An extract from this NALDIC publication which begins to define the common core of knowledge, skills and understanding of EAL teachers A summary of the QTS standards with particular reference to EAL learners A summary of the OTS standards which have particular relevance to the teaching and learning of EAL http://www.tda.gov.uk/upload/resources/pdf/q/qts-standards-final.pdf Teacher Training Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training . London : Teacher Training Agency
ResearchIssues in ResearchResearch and EAL: Ways Forward for the Profession 1997 Lynne Cameron article on the research agenda in this area http://www.naldic.org.uk/docs/research/research.cfm Includes a 1998 article on the research agenda for EAL outlining six key themes for further research Center for Applied Linguistics Access and search the database of articles held by the Centre for Applied Linguistics National Association for Language Development in the Curriculum
Research PolicySummary - Integrating school-aged ESL learners into the mainstream curriculum A summary of this 2003 Leung article Integrating EAL learners into the mainstream curriculum C Leung (2004) NALDIC Quarterly 2.1 Paper 17: Globalisation, diaspora and language education in England Roxy Harris, Constant Leung and Ben Rampton (King's College London) ERICdigest (ED303051) giving an overview of the topic and full references to source more detailed information.
Rampton B, Harris R. & Leung C. (2001) Education in England and Speakers of Languages Other Than English. Working Paper 18, King's College London Working Papers on Urban Language and Literacies http://www.scilt.stir.ac.uk/Archive/EYL/January%20Conference /Conference%20papers/Bourne.html Bourne, J. (2001) Multilingualism in English Primary Schools. Languages Policy in the Isles, a conference to launch the European Year of Languages in Scotland. Scottish CILT. Research: Curriculum, Teaching and LearningAcquiring a Second Language for School Virginia Collier article on the extensive cognitive and academic development in students' first language required for second language acadenic success Jim Cummins article on the differences between acquiring English for social purposes and English for academic purposes How long does it take English learners to attain proficiency? Kenji Hakuta paper on the 'daunting task' EAL learners face in school - four to seven years may be an underestimation School Effectiveness for Language Minority Students Collier and Thomas analysis of the effectiveness of different educational programme models for pupils learning EAL in school What does it take to acquire language? Stephen Krashen paper on the role of comprehensible input in learning a new language Research: Assessment FrameworksAssessment of pupils learning EAL KS3 guidance for the assessment of EAL pupils QCA guidance on the assessment of pupils with EAL Bandscales for students who speak a language other than Standard English Queensland Australia Curriculum framework Curriculum Framework for speakers of Language Other Than English (LOTE) Curriculum Council of Western Australia Victoria Curriculum and Assessment Authority companion ESL Companion from Victoria Ontario English as a second language and English literacy development Grades 1 - 8 http://www.tesol.org/assoc/k12standards/it/05.html TESOL ESL Standards NY State leaning standards NCELA website area devoted to types of assessment and accountability issues
Research: Bilingualism in the Mainstream ContextBilingual Children's Mother Tongue and Why is it important for education? Jim Cummins article on the role of pupils' first languages in developing academic English proficiency The effectiveness of bilingual education Rennie and Marcos paper bringing together research assessing the effectiveness of a range of bilingual education programme models School Effectiveness for Language Minority Students Collier and Thomas analysis of the effectiveness of different educational programme models for pupils learning EAL in school ESL and Bilingual Program Models Home languages in the Literacy Hour Bourne, J. (2002) 'Home languages in the literacy hour' in The National Literacy Strategy Supporting Pupils Learning English as an Additional Language, pp. 73-77. London : DfES. Retrieved on 13th August, 2007 from: http://www.standards.dfes.gov.uk/primary/publications/literacy/63381/
Research: SEN and EALhttp://www.dfes.gov.uk/research/data/uploadfiles/RR184.doc Cline, T. and Shamsi, T. (2000) Language needs or special needs? The assessment of learning difficulties in literacy among children learning English as an additional language: a literature review [RR 184] Ethnicity in Education: the Evidence Data concerning the identification of types of special educational need amongst EAL pupils in English schools. DfES (2005) [RTP01-05] EAL and Special Educational Needs Paper on EAL and SEN by Portsmouth EMA service English Language Learners with Special Needs: Effective Instructional Strategies Identifying and serving recent immigrant children who are gifted and talented A digest from the ERIC/CLL database giving an overview of the topic and full references to source more detailed information.
Research: LiteracyKing's College London Working Papers, Urban Language and Literacies A collection of papers on language and literacy in urban UK school contexts
Research: Professional DevelopmentProfessional Development for Language Teachers Professional Development for Teachers in Culturally Diverse Schools Programs That Prepare Teachers to Work Effectively With Students Learning English The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development Teaching Educators About Language: Principles, Structures, and Challenges
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