Language development and social integration of students with English as an additional language
Author(s)
Bibliographic Information
Language development and social integration of students with English as an additional language
(The Cambridge education research series)
Cambridge University Press, 2020
- : hardback
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Other authors: Claudia Schneider, Madeleine Arnot, Linda Fisher, Karen Forbes, Yongcan Liu, Oakleigh Welply
Includes bibliographical references and index
Description and Table of Contents
Description
Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.
Table of Contents
- 1. Introduction
- 2. Education and social integration for EAL students: narratives and debates
- 3. The international, national and regional policy context of social integration in schools
- 4. The methodology of researching EAL
- 5. Progression in language, learning and social integration
- 6. Towards an inclusive pedagogy for EAL in the multilingual classroom: principles and practices
- 7. Rethinking home-school communication for parents of migrant children
- 8. Conclusion.
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