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English as an Additional Language. Why must Educators Recognise Children’s Bilingualism and First Language when Working within a Multicultural Preschool Setting?

Name: English as an Additional Language. Why must Educators Recognise Children’s Bilingualism and First Language when Working within a Multicultural Preschool Setting?
Price: 15.95 EUR
Availability: InStock
Author: Sara Penzar
ISBN: 978-3-668-34207-1

Term Paper, 2016

9 Pages, Grade: 1,2

Sara Penzar (Author)

Abstract or Introduction

It seems that young children learning English as an Additional Language (EAL) are often expected to acquire English rapidly and naturally, without any further help. It appears that many settings do not give the role of the child’s first language enough significance. Consequently we could argue, that their language learning needs are frequently being overlooked within the early-years sector.

This paper focuses on the aspects that need to be considered by practitioners in order to convey the importance of adequate language assessment and support for EAL learners within the UK’s early-years education sector and beyond.

Details

Title: English as an Additional Language. Why must Educators Recognise Children’s Bilingualism and First Language when Working within a Multicultural Preschool Setting?
College: Free University of Berlin (Erziehungswissenschaften)
Grade: 1,2
Author: Sara Penzar (Author)
Year: 2016
Pages: 9
Catalog Number: V343626
ISBN (eBook): 9783668342064
ISBN (Book): 9783668342071
File size: 521 KB
Language: German
Keywords: Fremdsprache, Kinder, Pädagogik, Schule, Kindergarten

Quote paper: Sara Penzar (Author), 2016, English as an Additional Language. Why must Educators Recognise Children’s Bilingualism and First Language when Working within a Multicultural Preschool Setting?, Munich, GRIN Verlag, https://www.grin.com/document/343626

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