In this presentation I would discuss how wellbeing is central to working with young, EAL children. The curriculum and pedagogy of an EAL classroom must prioritise the social, emotional and developmental needs of these learners. These considerations come prior to learning a second language, as they are paramount to creating a secure, safe environment built with trust.
In addition, I would discuss how planning and developing learning with the Chinese enrichment teacher has supported children gain confidence, acquire academic language and learn English as an Additional Language.
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