This chapter begins by identifying some of the difficulties experienced by students who speak English as an additional language or dialect (EAL/D), then discusses theories and research-based strategies for teaching. The implications for teachers in regular classes in primary and secondary schools include recognising the academic language demands of the subject and the texts, including abstract concepts, technical terms, genres and grammar. Further, understanding the literacy and language skills the students bring to the classroom and which strategies can be employed to assist student learning. Research and teaching strategies used internationally and Australian policies, curriculum documents and the Australian school context are discussed.
Milton, M. (2017), "Inclusive Literacy for Students from Other Language Backgrounds", Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education, Vol. 11), Emerald Publishing Limited, Bingley, pp. 249-265. https://doi.org/10.1108/S1479-363620170000011016
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