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

Lists

Tools

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (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

Text - Accepted Version
· Restricted to Repository staff only
· The Copyright of this document has not been checked yet. This may affect its availability.
129kB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

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:	Arts, Humanities and Social Science > International Study and Language Institute (ISLI) Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM)
ID Code:	44649
Uncontrolled Keywords:	English as an additional language, pedagogy for English, effective teachers of literacy
Publisher:	Sage

Altmetric

Deposit Details

References

• Berninger, V. W. & Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. In J.S. Carlson (Ed.) (Series editor E. C. Butterfield) Children’s writing: Towards a process theory of the development of skilled writing. Volume 2 of Advances in cognition and educational practice. New York: JAI Press Inc. • Bialystock, E. (1997). Effects of bilingualism and biliteracy on children’s emerging concepts of print, Developmental Psychology, 33, 429 – 440. • Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam D, (2003) Assessment for Learning: Putting it in to Practice, Maidenhead: Open University Press • Cameron, L. (2003). Writing in English as an Additional Language at Key Stage 4 and post-16, London: OfSTED • Cameron, L. & Besser, S. (2004). Writing in English as an additional language at Key Stage 2, DfES RR 586. London: DfES. • Derewianka, B. (1990). Rocks in their head. In R. Carter (Ed.) Knowledge about language and the curriculum: the LINC reader. London: Hodder and Stoughton. • DfES (2001) The National Literacy Strategy Framework for Teaching, London: DFES • DfES (2003). Excellence and Enjoyment : A Strategy for Primary Schools. London: DfES. • Dombey, H. (2003). Interactions between teachers, children and texts in three primary classrooms in England. Journal of Early Childhood Literacy, 3, 37 – 58. • Earl, L., Watson, N., Levin, B., Leithwood, K., Fullan, M. & Torrance, N. with Jantzi, D., Mascall, B.& Volante, L.(2003) Watching and learning 3: OISE/UT evaluation of the implementation of the National Literacy and Numeracy Strategies. London: DfES ref. 0101/2003. • Fisher, R., Lewis, M. and Davis, B (2000) Progress and Performance in National Literacy Strategy Classrooms, Journal of Research in Reading, 23, 3, pp 256-266 • Flynn, N & Stainthorp, R (2006) The Learning and Teaching of Reading and Writing, Chichester: Wiley • French, F. (1998). Anancy and Mr. Drybone, London: Frances Lincoln. • Gilborn, D. and Mirza, H. (2000) Educational Inequality: Mapping Race, Class and Gender. London: OfSTED • Gregory (1996) Making Sense of a New World: learning to read in a second language, London: Paul Chapman • Hall, K. & Harding, A. (2003). A systematic review of effective literacy teaching in the 4 to 14 age range of mainstream schooling. In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. • Hardman, F., Smith, F. & Wall, K (2003) ‘Interactive Whole Class Teaching’ in the National Literacy Strategy, Cambridge Journal of Education, 33, 2, pp.197-215 • Hargreaves, L., Moyles, J., Merry, R., Paterson, F., Pell, A.& Estarte-Sarries (2003) How do primary school teachers define and implement ‘interactive teaching’ in the National Literacy Strategy in England?, Research Papers in Education, 18, 3, pp 217-236 • Hay McBer (2000). Research into teacher effectiveness, London, DfEE, RR 216. • Helavaara-Robertson, L. (2002). Parallel literacy classes and hidden strengths: learning to read in English, Urdu and Classical Arabic. Reading, 36, 199-136. • Hutchinson, J., Whiteley, H., Smith, C. & Connors, L. (2003) The developmental progression of comprehension-related skills in children learning EAL. Journal of Research in Reading, 26, 19 – 32. • Inkpen, M. (1994) Kipper’s Birthday, London: Hodder Children’s Books • Kenner, C (2000) Home Pages: literacy links for bilingual children, Staffordshire: Trentham Books • Kenner, C. & Kress, G. (2003). The multisemiotic resources of biliterate children. Journal of Early Childhood Literacy, 3, 179 – 202. • Kotler, A., Wegerif, R. & LeVoi, M. (2001). Oracy and the educational achievement of pupils with English as an additional language: The impact of bringing ‘Talking partners into Bradford schools’. International Journal of Bilingual Education and Bilingualism, 4, 403-419. • Long, S. (2002). ‘Tuning in to teacher-talk: a second language learner struggles to comprehend’, Reading, 36, 113-118 • Mason, J. & Allen, J.B. (1986). A review of emergent literacy with implications for Research and practice in reading. Review of Research in Education, 13, 3-47. • McDermot, G. (1996). Zomo the rabbit: A trickster tale from West Africa. London: Voyager Books • Oakhill, J. V., Yuill, N. M., & Parkin, A. J. (1986). On the nature of the difference Between skilled and less-skilled comprehenders. Journal of Research in Reading, 9, 80-91. • OfSTED (2000). Improving city schools: Strategies to promote educational inclusion. London: OfSTED, ref. HMI 222 • OfSTED (2002a) Support for minority ethnic achievement; continuing professional development, London: OfSTED, ref. HMI 459 • OfSTED (2002b). The National Literacy Strategy: the first four years 1998 – 2002. London: OfSTED, ref. HMI 555. • OfSTED (2004) Reading for Purpose and Pleasure: An Evaluation of the Teaching of Reading in Primary Schools, London: OfSTED, ref. HMI 2393 • OfSTED (2005a). The national literacy and numeracy strategies and the primary curriculum. London: OfSTED, ref. HMI 2395. • OfSTED (2005 b) Raising the Achievement of bilingual learners, London: OfSTED, ref. HMI 2513 • OISE – see Earl et al • Paley, V.G. (1990). The boy who would be a helicopter; the uses of storytelling in the classroom. Cambridge, Mass: Harvard University Press. • Parke, T. & Drury, R. (2001). Language development at home and school: Gains and losses in young bilinguals. Early Years, 21,117 – 127. • Van Kleeck, A. (1990). Emergent literacy: Learning about print before learning to read. Topics in Language Disorders, 10, 25-45. • Verhoeven, L (1994) Linguistic Diversity and Literacy Development. In L. Verhoeven (Ed.) Functional literacy: Theoretical issues and educational implications. Amsterdam: John Benjamins Publishing Company • Wray, D., Medwell, J., Poulson, L. & Fox, R. (2002). Teaching literacy effectively in the primary school. London: Routledge.

University Staff: Request a correction | Centaur Editors: Update this record

University of Reading

CentAUR: Central Archive at the University of Reading

Accessibility navigation

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

Abstract/Summary

Page navigation

See also

Footer navigation