Freeman, Leonard (2017) The importance of explicitly teaching language and literacy to English language learners. Practical Literacy, 22 (2). pp. 37-39.

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Abstract

[Extract] To ensure students learning English as an additional language or dialect (EAL/D) are provided with appropriate instruction, this article advocates the need for teachers to determine their students’ level of English language proficiency and literacy skills and then explicitly teach a program that is tailored to their students’ learning needs. In my work as an English second language consultant and previously as a school principal in the Northern Territory (NT), I have had many discussions with teachers and principals who believe that ‘good literacy teaching practices’ will enable EAL/D learners to successfully access and engage in mainstream teaching and learning programs. However, research has shown that EAL/D learners achieve significantly better outcomes when classroom teaching includes a focus on language learning, as compared to classrooms that make no adjustments for the students’ limited English proficiency (Saunders & Goldenberg, 2010).

Item ID:	86509
Item Type:	Article (Scholarly Work)
ISSN:	2204-3667
Keywords:	explicit teaching; English language learners, literacy
Date Deposited:	04 Aug 2025 23:56
FoR Codes:	39 EDUCATION > 3901 Curriculum and pedagogy > 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160304 Teaching and instruction technologies @ 80% 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education @ 20%
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