Index

Chapters in this book

1. Frontmatter i
2. Contents v
3. Figures, Tables and Case Studies x
4. Acknowledgements xi
5. Abbreviations and Acronyms xii
6. 1 Introduction 1
7. 2 EAL in the National and International Context 5
8. Part 1: How Additional Languages Are Learned
9. 3 Key Principles and a Theory of Language 15
10. 4 Learning or Acquiring 23
11. 5 Masses of Input 29
12. 6 Earlier Isn’t Necessarily Better 37
13. 7 Implicit and Explicit Learning 44
14. 8 First Languages Are Important for Learning English 51
15. 9 Pulling It All Together: Learning Trajectories and Second Language Pedagogy 59
16. Part 2: Language Across the Curriculum
17. 10 Five Principles for Language Across the Curriculum 67
18. 11 BICS and CALP 75
19. 12 Oracy: Talking and Learning 80
20. 13 Reading in a New Language 86
21. 14 Making Meaning in Writing: Field, Tenor and Mode 97
22. 15 Disciplinary Language, Disciplinary Knowledge 103
23. 16 Pulling It All Together: What Counts as Proficiency 113
24. Part 3: The EAL Specialist
25. 17 Getting to Grips with the Role 123
26. 18 Establishing Effective Assessments 134
27. 19 Welcoming Students 139
28. 20 Getting Connected 147
29. 21 Making Friends and Influencing People 151
30. 22 From Mono to Multi 158
31. 23 CPD for EAL Specialists 179
32. 24 For Everyone 184
33. Appendix I: Checklist and Activities for the New EAL Specialist 190
34. Appendix II: Networks and Groups 197
35. References 201
36. Index 211