Does Equal Access Mean Treat the Same? From Theory to Practice in the Classroom of English as an Additional Language Learner in Ireland--Towards a Transformative Agenda

Autor/in	Kelly, Niamh
Titel	Does Equal Access Mean Treat the Same? From Theory to Practice in the Classroom of English as an Additional Language Learner in Ireland--Towards a Transformative Agenda
Quelle	In: International Journal of Inclusive Education, 18 (2014) 9, S.857-876 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2013.855264
Schlagwörter	Access to Education; Equal Education; Language Minorities; Second Language Learning; Language Research; Cognitive Development; Teaching Methods; Learning Theories; Foreign Countries; Transformative Learning; Educational Policy; Linguistic Input; Linguistic Theory; Interpersonal Communication; Academic Discourse; Language Proficiency; Ireland + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Sprachminderheit; Zweitsprachenerwerb; Sprachforschung; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Ausland; Pädagogische Transformation; Politics of education; Bildungspolitik; Sprachbildung; Linguistische Theorie; Interpersonale Kommunikation; Discourse; Diskurs; Language skill; Language skills; Sprachkompetenz; Irland
Abstract	While a substantial body of research exists on First- and Second-Language Acquisition (SLA), research on the language acquisition process that a language minority student goes through when they are acquiring a second language has been largely unexplored. Pedagogical practices that espouse language learning theories facilitate both the language development and integration of the language minority child into the classroom. This paper will look at various linguistic variables within the field of SLA which are of particular relevance to the language acquisition process of such students in an Irish context. By embedding these linguistic factors into pedagogical practices, educators can engage with a transformative framework which will not only aid their linguistic and cognitive development, but will also empower the students by developing their critical language skills and facilitate their ability to access the mainstream curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10