2023
Chaléat, Justine
In: Lessons from Global Classrooms, vol. 2023, iss. 1, no. 1, pp. 32-72, 2023.
Abstract | Links | BibTeX | Tags: Collaboration, EAL Learning, Teaching, Vocabulary
@article{nokey,
title = {How Collaboration between the EAL Teacher and the Homeroom Teachers Helps EAL Students in their Development of Vocabulary and Comprehension Skills},
author = {Justine Chaléat},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/Justines-article_Lesson-for-Global-Classroom_GFL2.pdf},
year = {2023},
date = {2023-02-03},
urldate = {2023-02-03},
journal = {Lessons from Global Classrooms},
volume = {2023},
number = {1},
issue = {1},
pages = {32-72},
abstract = {This study offers a new perspective on EAL research. In this very large field of research, a terrain
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments. },
keywords = {Collaboration, EAL Learning, Teaching, Vocabulary},
pubstate = {published},
tppubtype = {article}
}
This study offers a new perspective on EAL research. In this very large field of research, a terrain
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments.
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments.