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Good practice for pupils learning English as an additional language; lessons from effective literacy teachers in inner city primary schools.

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Flynn, N. (2007) Good practice for pupils learning English as an additional language; lessons from effective literacy teachers in inner city primary schools. Journal of Early Childhood Literacy, 7 (2). pp. 175-196. ISSN 1741-2919

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To link to this item DOI: 10.1177/1468798407079286

Abstract/Summary

This article presents observations and discussion of the successful teaching of English to pupils, in English primary schools, for whom English is an additional language (EAL). It draws on research in Year 2 (6/7year old) classes in three inner-city primary schools carried out in 2003 and 2005. Three recognised, effective teachers of literacy were selected for case study; all worked in successful schools where results for literacy, measured by national tests, were in line with or better than national averages. Following analyses of lesson observations and interviews with the teachers, their Headteachers and the EAL co-ordinators in the schools, a number of common elements in their practice emerged. Discussion centres on how these pedagogical features supported effective learning environments for the early literacy development of bilingual children, and on the implications for the practice of teaching English to all pupils.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > International Study and Language Institute (ISLI)
ID Code:44649
Uncontrolled Keywords:English as an additional language, pedagogy for English, effective teachers of literacy
Publisher:Sage

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