Additional information
by Joanna Kolota (Author)
One in five students are identified as speaking English as an Additional Language (EAL) and all teachers are highly likely to be teaching multilingual students in their classrooms. As our schools become more culturally and linguistically diverse, they must respond to the needs of the students in front of them, and this book provides a range of strategies and resources to ensure teaching is adaptive and responsive so that all learners thrive and fulfil their academic potential.
At the heart of the book is developing an understanding of how languages are acquired and an awareness that all students, regardless of their current English language proficiency, need to be offered a challenging and supportive environment. Chapters offer:
- High-yielding, practical approaches and strategies to ensure that students are able to access content-appropriate lessons and simultaneously develop their language
- A plethora of resources and step-by-step examples, showcasing how explicit vocabulary and grammar learning can be context-based for the benefit of all learners
Each teacher is positioned as a language teacher, with the responsibility of planning sessions where language is not perceived as an add-on, but as an integral and pivotal part. This book will empower you as an educator and ensure that your classroom is a language-aware and stimulating environment for your students. It will be essential reading for all secondary school educators and teaching assistants who support EAL students in mainstream lessons and are responsible for producing resources and implementing classroom strategies.
Author Biography
Joanna Kolota is Curriculum Leader: Multilingual Learners at Trinity Academy Leeds, UK. She has worked in extremely diverse settings supporting multilingual students in primary, secondary and tertiary education for over ten years. She also regularly delivers training to whole school staff and more bespoke department training, focusing on embedding best pedagogy to advance EAL learners' linguistic development.
