MESHGuides

This column references evidence recommended by contributing authors. 

TRANSLATING CURRICULUM WORDS INTO CHILDREN’S LEARNING

PETER LACEY

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Teachers in many countries can expect to have pupils in their classes for whom English is not their first language. This guide is essential reading for teachers in this position.

It is widely recognised that many aspects of EAL teaching and learning are under-researched in the UK; including the shape of effective CPD for EAL. With this in mind we are interested in hearing from schools, teachers and fellow academics who want to pursue practice-oriented research that examines effective pedagogy for EAL through any subject area; and who are interested in looking at ways of developing teachers’ pedagogy for EAL through CPD.

The advice in much of this guide is transferable to other contexts in which English is the main language but is being learned as an additional language; with the caveat that curriculum references to English curriculum guidance may not be relevant.  The guide is also relevant to some extent to contexts where teachers are working with children learning any new language that is the language of the host nation; particularly the sections that deal broadly with new language acquisition and new literacy development.

This work is based on empirical findings from research in the UK context, in the US context and from other nations where English is not the first language. It also draws on teacher-oriented resources from a number of different nations; resources are referred to only where there is a recognised empirical base to the teacher guidance given. To find out more about the research project which led to the writing of this EAL MESHGuide read  Flynn, N. (2019). ‘Facilitating evidence-informed practice’. Teacher Development, 23  (1), 64-82.

This column provides AVUK stories and also has links to international organisations and covers AVT in general and not AVUK specifically .

This column covers the specific activities of Auditory Verbal Therapy both in the UK and internationally.  There are links to the training programme for practitioners and resources which may be used when working with deaf children to develop listening and speaking skills.

This column provides evidence for some of the fundamental aspects of the AV approach and provides links and references to some of the key publications and research available.