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Identifying ‘good practice’ language acquisition strategies in English as an additional language (EAL) classrooms in Spain

Written by: Shona O'Callaghan
|Figure 1 shows rRelatable data for BSO immersion and CLIL plurilingual settings in Spain including: Meaning and comprehension
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Shona O’Callaghan, EAL/Dyslexia specialist teacher, Spain Introduction This study is an investigation into examples of good practice language-support strategies found in two differing EAL educational settings in Spain. Through a qualitative research lens, data was collated, validated and cross-referenced, with the aim of identifying similar good practice techniques occurring across settings. Data demonstrates a wide range of support strategies implemented by teachers daily, as reflective teachers reveal the need for more peer support, communication and tailored training for teachers in EAL educational settings in Spain. Findings of this research, it is hoped, may lead to more effective communication between dissimilar methodological approaches to language learning, for improved teacher support and development.  Comparisons between CLIL (content and language integrated learning) and non-CLIL classrooms have been drawn, with the aim of identifying effective teaching and learning,

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