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Does equal access mean treat the same? From theory to practice in the classroom of the English as an Additional Language learner in Ireland - towards a transformative agenda.

Kelly, Niamh orcid logoORCID: 0000-0003-1641-5676 (2013) Does equal access mean treat the same? From theory to practice in the classroom of the English as an Additional Language learner in Ireland - towards a transformative agenda. International Journal of Inclusive Education, 18 (9). pp. 857-876. ISSN 1360-3116

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 in an environment where both the host language and the language of instruction is the 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. 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.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:second-language acquisition; transformative framework; inquiry-based pedagogy; EAL learner; problem-posing
Subjects:Social Sciences > Education
Humanities > Language
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Humanities and Social Science > School of Applied Language and Intercultural Studies
Publisher:Taylor & Francis
Official URL:http://dx.doi.org/10.1080/13603116.2013.855264
Copyright Information:© 2013 Taylor & Francis
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
ID Code:19710
Deposited On:30 Sep 2014 09:58 by Niamh Kelly . Last Modified 13 Jul 2022 14:47
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