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SUMMARY:Marking progression in second language production: EAL pupils’ u
 se of spoken and written English - Dr Michael Evans\, University of Cambri
 dge
DTSTART:20160125T170000Z
DTEND:20160125T183000Z
UID:TALK60733@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:With respect to all language learners\, analysis of progressio
 n in language development is arguably inseparable from specific contexts o
 f language use. For EAL (English as an additional language) learners this 
 is perhaps even more the case: the naturalistic context of informal\, out-
 of-the classroom English language use overlaps with the formal classroom-b
 ased learning and use of English. What is the nature and pattern of progre
 ssion in language competence in these conditions? Global assessment framew
 orks provide a general indication of levels of competence but cannot provi
 de a substantive account of an individual’s profile of progression in ac
 quiring a language. What can longitudinal evidence from interviews and ope
 n-writing tasks tell us about how newly-arrived EAL pupils progress in the
 ir competence in English in the first two years in the new school? My talk
  will draw on evidence from a recently completed study of EAL students in 
 schools in the East of England funded by the Bell Foundation and will focu
 s on evidence of progression in formal\, communicative and interpersonal f
 eatures of English language use.\n\n*Bio*\n\n*Michael Evans* is Reader in 
 Second Language Education at the Faculty of Education\, University of Camb
 ridge and Official Fellow at Clare Hall. He has published papers on differ
 ent areas of foreign and second language education (mainly at secondary sc
 hool level) including study abroad\, language learner codeswitching\, lang
 uage policy-making\, EAL teaching and learning. He is co-author (with Norb
 ert Pachler\, Ana Redondo\, and Linda Fisher) of Learning to Teach Foreign
  Languages (Routledge\, 2013) and is editor of Second Language Education (
 Routledge Major Themes in Education\, 2013). He is co-editor (with Colleen
  McLaughlin) of the Cambridge Education Research series with Cambridge Uni
 versity Press. Michael is currently co-PI (with Claudia Schneider) of a st
 udy entitled The Education of Disadvantaged English as an Additional Langu
 age (EAL) Students: effective matching of needs to provision (funded by th
 e Bell Foundation). Michael teaches mainly on the Masters course entitled 
 Research in Second Language Education and has extensive experience of Phd 
 supervision in the field.\n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, Ro
 om GS4
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