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Drawing on the latest research into how young children learn, this book considers how early years practitioners can best meet the needs of children with English as an Additional Language. It examines the factors that influence children's learning including parents and the family, the environment, health and well-being, curriculum, play and relationships and aims to challenge misconceptions, assumptions and stereotypes.
Featuring case studies and reflective questions, the chapters explore a range of important topics including:
Language learning for children with EAL
The historical concept and modern reconceptualisation of EAL
How to develop and use Culturally Appropriate Pedagogy
Regulation and performativity and their implications for children with EAL
Leading learning for children with EAL
Meeting the Needs of Young Children with English as an Additional Language is essential reading for students and practitioners wanting to promote an inclusive culture where different languages, cultures and religions are accepted and celebrated.
List of contents
Acknowledgements
Chapter 1 Introduction - structure of the book
Chapter 2 Historical context
Chapter 3 How children learn - key founders
Chapter 4 Education for children with EAL
Chapter 5 Reconceptualising the term English as Additional Language (EAL)
Chapter 6 Language learning for children with EAL
Chapter 7 Developing Culturally Appropriate Pedagogy (CAP) in Early Years
Chapter 8 No regulation to regulation in Early Years
Chapter 9 Performativity in Early Years
Chapter 10 Leading learning for children with EAL
About the author
Malini Mistry is Senior Lecturer in Education at the University of Bedfordshire, UK.
Krishan Sood is Senior Lecturer in Education at Nottingham Trent University, UK.
Summary
Drawing on the latest research into how young children learn, this book considers how early years practitioners can best meet the needs of children with English as an Additional Language.
