Teaching Young Second Language Learners

Practices in Different Classroom Contexts

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Teaching Young Second Language Learners by , Taylor and Francis
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Author: ISBN: 9781351369381
Publisher: Taylor and Francis Publication: June 12, 2018
Imprint: Routledge Language: English
Author:
ISBN: 9781351369381
Publisher: Taylor and Francis
Publication: June 12, 2018
Imprint: Routledge
Language: English

Adopting a learner-centred approach that places an emphasis on hands-on child SL methodology, this book illustrates the practices used to teach young second language learners in different classroom contexts:

(1) English-as-an-Additional-Language-or-Dialect (EAL/D) – both intensive EAL/D and EAL/D in the mainstream

(2) Language-Other-Than-English (LOTE)

(3) Content-and-Language-Integrated-Learning (CLIL),

(4) Indigenous

(5) Foreign-Language (FL). It will be particularly useful to undergraduate teachers to build upon the literacy unit they undertake in the first years of their course to explore factors that constitute an effective child SL classroom and, in practical terms, how to develop such a classroom.

The pedagogical strategies for teaching young language learners in the six chapters are firmly guided by research-based findings, enabling not only pre-service teachers but also experienced teachers to make informed choices of how to effectively facilitate the development of the target language, empowering them to assume an active and effective role of classroom practitioners.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Adopting a learner-centred approach that places an emphasis on hands-on child SL methodology, this book illustrates the practices used to teach young second language learners in different classroom contexts:

(1) English-as-an-Additional-Language-or-Dialect (EAL/D) – both intensive EAL/D and EAL/D in the mainstream

(2) Language-Other-Than-English (LOTE)

(3) Content-and-Language-Integrated-Learning (CLIL),

(4) Indigenous

(5) Foreign-Language (FL). It will be particularly useful to undergraduate teachers to build upon the literacy unit they undertake in the first years of their course to explore factors that constitute an effective child SL classroom and, in practical terms, how to develop such a classroom.

The pedagogical strategies for teaching young language learners in the six chapters are firmly guided by research-based findings, enabling not only pre-service teachers but also experienced teachers to make informed choices of how to effectively facilitate the development of the target language, empowering them to assume an active and effective role of classroom practitioners.

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