English as an additional language

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Inclusion, diversity and English as an additional language (EAL)

2018
This chapter describes appreciation of linguistic diversity. It also describes understanding of how language is part of learner identity. The chapter reviews strategies to support pupils using English as an Additional Language (EAL). Some schools will have specialist EAL teachers or bilingual Teaching Assistants (TAs), but it is an ever-increasing area
Chris Watts, Parminder Assi
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Knowing, Using and Liking English as an Additional Language

TESOL Quarterly, 1977
Acquiring, using and liking English as an additional language cannot productively be viewed as strictly psycho-educational considerations which can be fathomed in isolation from major societal factors. Indeed, acquiring, using and liking English are very imperfectly related to each other and if they are to be appreciably understood, we must turn to ...
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Measuring vocabulary size in English as an additional language

Language Teaching Research, 2002
The paper reports findings from a study in two stages to trial tests of vocabulary size in English as an additional language (EAL). The first, pilot, stage trialled the Levels test (Nation, 1990) and the Yes/No test (Meara, 1992) with secondary students aged 15 years, with an average of 11 years of education in the target language. The Levels test was
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English as an Additional Language