Results 41 to 50 of about 35,596 (226)

The nature of home language guidance and provisions in UK primary schools and its implications for learner capabilities

Ampersand, 2023
This research considers the challenges facing English as an Additional Language learners who are new to English (EAL NE learners), and how these challenges detract from the UK’s commitment to educational rights and the Sustainable Development Goals.
Hope Melody Crick
doaj   +1 more source

EAL and English: subjects and language across the curriculum [PDF]

, 2007
English is a core subject of the National Curriculum, and English is also the oral and written medium of instruction for the whole curriculum. ‘English across the curriculum’ conceptualises pupils applying their knowledge of these strands to other ...
Collins, Fiona, Safford, Kimberly
core  

School readiness and the good level of development: Policy constructions in English early childhood education

British Educational Research Journal, EarlyView.
Abstract This paper critically analyses how school readiness has been historically and discursively constructed in Early Childhood Education (ECE) policy in England over the past four decades. Using Bacchi's ‘What's the Problem Represented to be?’ framework and Foucauldian concepts of governmentality, the paper explores how school readiness has shifted
Louise Kay
wiley   +1 more source

Principles of effective literacy practice for EAL students in New Zealand classrooms. [PDF]

, 2005
The New Zealand Ministry of Education has recently identified the need for teachers to be prepared to meet the needs of English as an additional language (EAL)² students in New Zealand schools more effectively. This paper offers a number of principles to
Franken, Margaret
core   +1 more source

The wrong side of the tracks: Starting school in a socially disadvantaged London borough [PDF]

, 2016
Substantial evidence exists that social circumstances can affect children’s language development. As a result many children in socially deprived areas start school with delayed language, which may persist and adversely affect their attainment.
All Party Parliamentary Group on Speech and Language Difficulties, Allen G, Andrew Ralephata, Bernard Camilleri, Blanden J, Brenda Musoke, Ciara O’Gorman, De Agostini P, Department of Children, Schools, and Families, Dickerson A, Dorothy Young, Dunn L, Elizabeth Alsford, Esther Parish, Hart B, Jarrett T, Lindsay Walker, Lindsey McLaren, Lisa Nash, Locke A, Luisa Duffer, Marmot M, Martina Curtin, National Evaluation of Sure Start (NESS), National Evaluation of Sure Start (NESS), Rachael Furze, Rachel Cullen, Sangheeta Bhalla, Sarah Bolderson, Savage M, Schweinhart LJ, Semel E, Silva K, Standing G, Strand S, Sue Griffin, Suzan Halil, Suzanne Cozens, Sylvia O’Sullivan, Tim Pring, Verity Carver, Victoria Klaber, Victoria Knowland, Wai Leung   +43 more
core   +1 more source

‘School is their whole world’: Teachers' perspectives on loneliness among children and adolescents from England and mainland China

British Educational Research Journal, EarlyView.
Abstract As front‐line observers and active participants in pupils' daily lives, teachers closely monitor pupils' social interactions, emotional states and behavioural changes. Their unique perspective enables them to detect problems in the social lives of their pupils that may not be immediately visible to peers, parents or mental health professionals.
Yixuan Zheng, Charlotte Bagnall, Caroline Bond, Elizabeth Birchinall, Pamela Qualter   +4 more
wiley   +1 more source

Advancing Post-Admission Academic Language Support at a Canadian Polytechnic Institute

Journal of Innovation in Polytechnic Education, 2023
This paper addresses the challenges faced by higher education institutions in English-speaking countries regarding the linguistic preparedness of students for academic study in English.
David Brooks, Nathan J. Devos
doaj   +1 more source

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences [PDF]

, 2018
The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education.
Alvesson M., Barnes J., Board K., Bowden H.W., Cable C., Cameron L., Chambers C., Dewaele J., Edwards V., Extra G., Gut U., Harlen W., Higton J., Jessner U., Jones J., Mahbube T., Martin C., Maynard S., McNess E., Naiman N., National Statistics, Pietkiewicz I., Richards J.C., Ringbom H., Smith J.A., Soler E.A., Turner D.W., Wade P., Wyse D.   +28 more
core   +1 more source

Migrant success in UK Education: Are there lessons for government social mobility policy?

British Educational Research Journal, EarlyView.
Abstract The school achievement and career aspirations of 23 sixth form students at a multi‐cultural urban academy in the UK are explored through interviews. The sample includes 16 s‐generation migrants, 6 UK‐born students with migrant parents and 1 UK‐born student, selected to represent a cohort of over 300 post‐16 learners.
Bernard Barker, Kate Hoskins
wiley   +1 more source

Learning Attainment in English Lessons: A Study of Teachers’ Perspectives on Native English Speakers and English as an Additional Language (EAL) Students at an International School

Education Sciences, 2023
This research focuses on the dynamic mix of students at international schools, where native English speakers and English as an additional language (EAL) students study English together.
Lewis Ron Perry, Dimitrios Vlachopoulos
doaj   +1 more source