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Supporting pupils with EAL and their teachers in Ireland the need for a co-ordinated strategy

Supporting pupils with EAL and their teachers in Ireland the need for a co-ordinated strategy

 Murtagh, Lelia.
 2012
 p. 201-212 English
Ngôn ngữImmigrant children.Language support.Irish education.Teacher education.
Tác giả CN Murtagh, Lelia.
Nhan đề Supporting pupils with EAL and their teachers in Ireland: the need for a co-ordinated strategy / Lelia Murtagh and Tracy Francis
Thông tin xuất bản 2012
Mô tả vật lý p. 201-212
Tóm tắt Since the establishment of a Language Support Service in 1999, all newcomer children with limited English skills arriving in schools in Ireland are entitled to two years of additional English language support. This is provided mainly by designated Language Support Teachers (LSTs). During the peak of the Celtic Tiger, there was a sharp growth in the intake of students with English as an additional language (EAL). In response to this, the LST-pupil ratio dramatically increased in 2007, but this new policy was short-lived due to the emerging economic crisis. The present paper investigates the current status of language support provision for newcomer children in Irish schools and the role of LSTs in this process. This is complemented by the findings of a small-scale study of primary school LSTs. A mixed methods approach was adopted involving a questionnaire survey and semi-structured interviews. Key themes identified include the need for focussed pre-service training and continuing professional development for all teachers involved in teaching students with EAL, and the provision of appropriate resources for teaching and assessment of these students. These issues arc discussed in the context of national and international research on best practice in the area
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Immigrant children.
Từ khóa tự do Language support.
Từ khóa tự do Irish education.
Từ khóa tự do Teacher education.
Tác giả(bs) CN Lelia Murtagh and Tracy Francis
Nguồn trích Language and education- 2012, Vol26, N.5
MARC
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245[1 0] |a Supporting pupils with EAL and their teachers in Ireland: the need for a co-ordinated strategy / |c Lelia Murtagh and Tracy Francis
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362[ 0] |a Vol. 26 (January 2012)
520[ ] |a Since the establishment of a Language Support Service in 1999, all newcomer children with limited English skills arriving in schools in Ireland are entitled to two years of additional English language support. This is provided mainly by designated Language Support Teachers (LSTs). During the peak of the Celtic Tiger, there was a sharp growth in the intake of students with English as an additional language (EAL). In response to this, the LST-pupil ratio dramatically increased in 2007, but this new policy was short-lived due to the emerging economic crisis. The present paper investigates the current status of language support provision for newcomer children in Irish schools and the role of LSTs in this process. This is complemented by the findings of a small-scale study of primary school LSTs. A mixed methods approach was adopted involving a questionnaire survey and semi-structured interviews. Key themes identified include the need for focussed pre-service training and continuing professional development for all teachers involved in teaching students with EAL, and the provision of appropriate resources for teaching and assessment of these students. These issues arc discussed in the context of national and international research on best practice in the area
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653[ ] |a Language support.
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653[0 ] |a Teacher education.
700[ 1] |a Lelia Murtagh and Tracy Francis
773[ 0] |t Language and education |g 2012, Vol26, N.5
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