explore the language they need; * opportunities to use and build on their first-language skills, where appropriate; continuing support with writing through, for example, the use of matrices for organising information and writing frames for more extended contributions.” (DfES, 2002) Providing an accessible education to learners in a language that is not their first is not an easy task. “Teachers must plan a variety of tasks and roles to ensure that learners acquire the skills and knowledge in the…
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