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Download Language and Literacies: Selected papers from the Annual by Teresa O'Brien (Editor) PDF

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By Teresa O'Brien (Editor)

The subject selected for the thirty first BAAL Annual assembly, held in September 1998 on the collage of Manchester, used to be Language and Literacies. This quantity includes chosen papers from the assembly.

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Additional resources for Language and Literacies: Selected papers from the Annual Meeting of the British Association for Applied Linguistics held at the University of Manchester, September 1998

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Salford Reading Test sometimes sometimes EAL LSC Teacher Assessments and Standard 8. NC KS1 Achievement Tasks administered to End of year all pupils who are entered assessments standardised test of all pupils' ability 9. British to name objects and events in Picture pictures; strictly controlled 1-1 Vocabulary procedure Scale (BPVS) Use to monitor progress, or other may be noted on LDR to monitor progress, or other may be noted on LDR EAL and CT in May of a measure of EAL pupils' ability to EMT sometimes Year 2 access the curriculum noted on LDR with BEA EAL and LSC EMT twice used primarily as a standardised yearly; measure to demonstrate gains for November funding purposes; external measure to & June language development and NC teaching page_19 next page > < previous page page_20 next page > Page 20 The BPVS, a standardised measure, has been successfully used to demonstrate pupil achievement for funding purposes.

Leung, C. and South, H. (1995) The assessment of EAL pupils: A discussion paper for members. Watford: NALDIC. Leung, C. (1996a) An Investigation of Current Practice in Assessing Stages of Language Acquisition. In Invitational Conference on Teaching and Learning English as an Additional Language. London: SCAA. Leung, C. (1996b) English as an additional language within the national curriculum. Prospect 11 (2), 58-68. Luke, A. (1996) Genres of power? Literacy education and the production of capital.

Gaps in the columns show where there is no direct equivalent in the other text. The differences between these texts and other pairs are analysed in detail in Gibbons (1999). It seems probable that the type of language on the left is much more likely to be learned through conversation in the home, than the language in the right hand text. Indeed, we argue in Gibbons (1999) and in Gibbons & Lascar (1998) that higher levels of language acquisition appear in part to consist of the development of register, of learning how grammatical resources can be redeployed once they have been mastered.

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