Supporting Pupils with EAL in the Primary Classroom

Supporting children with English as an additional language (EAL) requires detailed knowledge and understanding of their social, cognitive and linguistic needs.  Supporting Pupils with EAL in the Primary Classroom highlights the fundamental principles that underpin teaching and learning, and examines practical strategies for classroom practice.
 
The book focuses on the importance of recognising the knowledge, skills and experience that children with EAL bring to the classroom, whilst identifying the specific support required.  It draws on evidence from an extended case study to illustrate essential points and combines this with an examination of relevant theory as well as how this translates to classroom practice.

Key features of the book include:

 Core knowledge and skills about how to support children with EAL
 Case study scenarios to illustrate particular principles, pedagogies and practices
 Practical ideas for the classroom throughout

Supporting Pupils with EAL in the Primary Classroom is an invaluable text for those in teaching training, qualified teachers, senior managers in schools and those working in initial teacher education.

The author writes about the demands of teaching EAL learners with commitment, knowledge and enthusiasm. She offers the reader insights and examples from her own research and classroom practice, beginning with a discussion of bilingualism and language learning, followed up by an exploration the four skills and assessment in the classroom, as well as a chapter arguing for professional development and research informed teaching. In this chapter she stresses the importance of teachers finding innovative ways to enable EAL learners within the curriculum context.  In the final chapter, drawing on the sociocultural framework that informs her work, the author discusses the challenges, constraints and possibilities for supporting EAL children in the wider contexts of pedagogy and policy. Throughout, there are case studies and examples, and the author writes with a sense of optimism that it is in the capacity of teachers to improve the classroom learning opportunities for EAL learners. Written in a personable and accessible style, this book offers an informative foundation for teacher educators and professionals who want to learn more about working with EAL learners.
Dr Charlotte Franson, formerly of Canterbury Christ Church University, UK

As a teacher educator, I am often engaged in discussions around trainees' perceptions of the complexities of teaching children learning EAL. This book, rooted in practice based research provides an accessible and informative scaffold for those embarking on a career in teaching. The premise of the 'what' and 'how' is particularly useful and the sequence of chapters provides a well mapped journey for the reader, through the theory, practice and considerations of supporting children learning EAL. Exemplification, through the case study vignettes, poses reflective thinking points that can be readily applied to ones own practice.
Overall, excellent practitioner guidance that both consolidates subject knowledge and provides realistic practice guidance. A title I will be heartily recommending to my students.
Gill Chambers, Senior Lecturer in Education, University of Northampton, UK