Subject literacy in culturally diverse secondary schools : supporting EAL learners
著者
書誌事項
Subject literacy in culturally diverse secondary schools : supporting EAL learners
Bloomsbury Academic, 2020
- : pb
大学図書館所蔵 件 / 全1件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
注記
Includes bibliographical references (p. [225]-230) and index
内容説明・目次
内容説明
This book supports teachers of all subject specialisms to consolidate their existing knowledge of language and shows them how to develop skills to use language to build subject knowledge at secondary level. Tasks guide the reader to think about the language we use for different purposes, and how we use it to describe, explain and learn about our world. This paves an accessible way for subject-related language to become more visible and enables readers to use accessible terminology to confidently talk about it, as well as modelling it and guiding the development of its use with all learners, including those with English as an Additional Language (EAL).
Starting from basic educational principles, the book asks readers to consider the processes of learning and why every good teacher needs knowledge about language to support this, addressing a range of questions including:
Who are the EAL learners?
What are the processes of language development?
How is language used to present and discuss knowledge in my subject?
Why does every good teacher need knowledge about language to support subject literacy?
The authors provide examples, discovery tasks, reflections and templates for activities, to help the reader identify the tools they need to set up a framework for scaffolding pupils' language development. With a progression plan, directed tasks, and formative feedback, this framework provides a template for classroom practice and further professional development.
目次
Preface: Who is the book for and what does it cover?
Glossary of Terms
1. Why does every good teacher need knowledge about language to support subject literacy?
2. What is it like to be an EAL learner?
3. How is language used to present and discuss knowledge in my subject?
4. How can I support EAL learners to engage with new knowledge in challenging texts?
5. What are the key principles for adapting pedagogical tasks and tests to suit the EAL learner?
6. What constitutes 'useful feedback' to support EAL learner literacy development?
7. How can I monitor progress and plan progression in subject literacy?
References
Index
「Nielsen BookData」 より
