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dc.contributor.authorFranken, Margaret
dc.date.accessioned2012-04-17T04:36:51Z
dc.date.available2012-04-17T04:36:51Z
dc.date.issued2005
dc.identifier.citationFranken, M. (2005). Principles of effective literacy practice for EAL students in New Zealand classrooms. Waikato Journal of Education, 11(2), 67-82.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6213
dc.description.abstractThe 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.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.php/WJEen_NZ
dc.rights© 2005 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectEALen_NZ
dc.subjectlanguage and literacyen_NZ
dc.subjectESOL programmesen_NZ
dc.titlePrinciples of effective literacy practice for EAL students in New Zealand classrooms.en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page67en_NZ
pubs.elements-id31676
pubs.end-page82en_NZ
pubs.issue2en_NZ
pubs.volume11en_NZ


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