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Avoiding the deficit model of teaching: Students who have EAL/EAL and learning difficulties

Tangen, Donna J. & Spooner-Lane, Rebecca S. (2008) Avoiding the deficit model of teaching: Students who have EAL/EAL and learning difficulties. Australian Journal of Learning Difficulties, 13(2), pp. 63-71.

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Abstract

Without a carefully designed plan for the provision of students with English as an additional language (EAL), educators may feel overwhelmed by the complexities of teaching such students. Educators may attribute poorer academic outcomes of some students with EAL to learning difficulties without first considering how they might adapt their teaching to better support these students' needs. This paper provides insight into the challenges teachers confront in differentiating between the educational needs of students who have EAL and potentially those students who have EAL and also a learning difficulty. A range of strategies are proposed that may assist educators in establishing an environment in which students who have EAL are given opportunities for achieving successful academic outcomes.

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ID Code: 15169
Item Type: Journal Article
Additional Information: For more information, please refer to the journal's website (see hypertext link) or contact the author.
Keywords: ESL, EAL, Learning difficulties
DOI: 10.1080/19404150802380522
ISSN: 1940-4166
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2008 Taylor & Francis
Deposited On: 15 Oct 2008
Last Modified: 29 Feb 2012 23:42

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