Our latest publications to purchase or download
Language and Identity in Multicultural Settings: (Online)
Occasional Paper 26
Alison Hatt and Tözün Issa
ISBN 978-1-902189-05-5
26 pages
2011
This paper reports a study on how young children’s linguistic and cultural experiences are acknowledged and embedded in practice throughout the Early Years Foundation Stage. It explores how children from a variety of linguistic and cultural backgrounds are supported through a range of pedagogical practices in an Early Years Centre and in two linked Reception classes.
English as an Additional Language: Approaches to teaching linguistic minority students
Edited by Constant Leung and Angela Creese
ISBN 978-1-84787-532-7
129 pages
2010
This book provides an invaluable and accessible resource for working with EAL learners. It brings together the international experiences and expertise of a team of distinguished language educators who explore a range of teaching approaches and provide professionally-grounded practical advice.
This book will be of use to individual teachers who want to extend their knowledge and practice, and also as a set text for professional development programmes.
'This book represents the outcome of long-term national and international collaboration. The different contributions embody many important principles. As such this book speaks powerfully to all who aspire to create learning opportunities for students in multilingual classrooms.'
Viv Edwards, Director, National Centre for Language and Literacy, University of Reading
Available to members at the great discounted price of £12.80+p&p (RRP £18.99)
NALDIC Quarterly Volume 9 Number 1
Edited by Constant Leung
ISSN 1751-2182
35 pages
Autumn 2011
NALDIC Quarterly 9.1 is themed around developments in Europe concerning the development of competence in the language of schooling - an essential right within Europe to ensure equal access to the curriculum. Contributions on the topic come from colleagues involved in institutional, national and regional initiatives.
Brandenburger provides an account of some of the projects in different parts of Germany; Roth and Duarte take a retrospective view on the work of the EUCIM-TE project‘European Core Curriculum for Teacher Education for Inclusive Academic Language Teaching (IALT)’; Brandenburger reports on the continuing efforts to disseminate and promote the work of the EUCIM-TE project within Europe; Grammatikopoulou reports on a new EU-funded project involving primary and secondary schools in Southwark (London) and Algarve (Portugal) entitled ‘‘Meeting the Challenge of the Multicultural Classroom’; Launay offers a brief account of the implementation of Content-Language Integrated Learning (CLIL), an increasingly popular curriculum approach to foreign language learning across Europe, in an English school; Carder takes stock of the efforts made within the international schools system in Europe to promote the teaching of English as an Additional/Second Language; finally, Devlin and Jenkins reflect on some of the complexities and intricacies involved in developing and working with Europe-wide educational initiatives and policies
