Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Principles of effective literacy practice for EAL students in New Zealand classrooms.

      Franken, Margaret
      Thumbnail
      Files
      Franken Principles.pdf
      452.6Kb
      Link
       www.wje.org.nz
      Find in your library  
      Citation
      Export citation
      Franken, M. (2005). Principles of effective literacy practice for EAL students in New Zealand classrooms. Waikato Journal of Education, 11(2), 67-82.
      Permanent Research Commons link: https://hdl.handle.net/10289/6213
      Abstract
      The New Zealand Ministry of Education has recently identified the need for teachers to be prepared to meet the needs of English as an additional language (EAL)² students in New Zealand schools more effectively. This paper offers a number of principles to guide policy, practice and teacher development. The paper draws on Alton-Lee's (2003) best evidence synthesis of quality teaching for diverse students, and Franken and McComish's (2003a, 2003b) observations and analysis of provisions for EAL students in New Zealand schools. The principles, grounded in second language and literacy acquisition research, point to the need to provide particular enabling conditions for the literacy development of EAL students if they are to achieve as well as their English-speaking peers.
      Date
      2005
      Type
      Journal Article
      Publisher
      Faculty of Education, University of Waikato
      Rights
      © 2005 Waikato Journal of Education. It is posted here by permission for personal use.
      Collections
      • Education Papers [1413]
      Show full item record  

      Usage

      Downloads, last 12 months
      143
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement