Learning English as an Additional Language in the Early Year

Name: Learning English as an Additional Language in the Early Year
SKU: TS0291
Price: 59.95 NZD
Availability: InStock
ISBN: 9781925145168

Hundreds of ideas for supporting children with English as an additional language

This book features a strong focus on the characteristics of effective early years pedagogy and practice in the way educators support children's learning and development of English proficiency through observation, assessment and planning, and the learning environment. All chapters contain key messages and some provide self-evaluation activities to support educators to reflect on their practice.

Ages: 0-5 | Pages: 112 | Code: TS0291 | ISBN: 9781925145168

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Anita Soni

Dr Anita Soni is interested in working with children and their families in their early years of life, between birth and 7 years. She is enthusiastic about developing the skills of the Children’s Workforce, especially those working in Children’s Centres, and early childhood/years provision in the maintained, voluntary and independent sectors. This includes teachers, managers, teaching assistants, Family Support Workers, early years practitioners and childminders.

Liz Rouse

Elizabeth Rouse is an Associate Professor in early childhood education at Deakin University, where she is working in the area of initial teacher education. Her main areas of focus are in curriculum and pedagogy, particularly as these connect with developing practices and teaching approaches that concentrate on the whole child. She has published a number of books, book chapters, journal articles and professional papers in early childhood education especially relating to infants and toddlers, children's wellbeing, professional practices and partnerships.

Contents
Introduction	5
1 What are bilingualism, EAL and multilingualism?	8
2 What to do first when working with a child learning EAL	18
3 EAL and the EYLF	29
4 Supporting children in their learning and development	35
5 Supporting children’s learning in literacy and numeracy	46
6 How to observe, assess and plan for children learning EAL	56
7 Using the characteristics of effective learning for supporting EAL children	67
8 Respectful and reciprocal relationships to support EAL children	72
9 Creating effective environments for supporting children learning EAL	82
10 Identifying and supporting EAL learners with additional learning and development needs	88
11 Challenges and dilemmas	96
12 Reflecting on practice	104
References	110