Teachers need readily accessible guidance that identifies the ‘how, when and why of EAL’ and this occasional paper goes some way to doing that by presenting the current state of play for EAL according to both research and practice.
In an extended cross-curricular project, Years 3 and 4 create a poem scroll based on a traditional Bengali form of poetic narrative. Through drama, discussion and close examination of the original poem, the children came to understand the horrors of the tsunami and wrote and illustrated their own narrative poem, which they made into a scroll.
In this article, Rebecca Kennedy describes how a year 2 teacher has planned and taught a sequence of literacy lessons for young writers, with cross curricular links to geography and art.
This study examines the relationship between types and sequences of self‐regulated reading activities in task‐oriented reading with quality of task achievement of 51 low‐achieving adolescents (Grade 8).
This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’.
The Award is given annually for papers published in each of UKLA’s journals - Literacy and Journal of Research in Reading (JRR) - judged to be exemplary in terms of criteria applied in both journals. Literacy and JRR are peer-reviewed journals with international reputations for excellence. The panel chair is Professor Jackie Marsh.
UKLA congratulates all the shortlisted authors.