Cameron, Lynne and Besser, Sharon (2004). Writing in English as an Additional Language at Key Stage 2. DfES Publications, Nottingham, UK.
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[Published without an abstract]. Introduction: Researchers from the University of Leeds were commissioned by the Department for Education and Skills (DfES) to conduct research into the writing of pupils at Key Stage 2
(KS2) who use English as an additional language (EAL) and who are defined as ‘advanced learners’, in that they have been in the UK for at least five years. Scripts produced by 264 pupils for the 2003 English National Curriculum Test (Writing) were analysed qualitatively and quantitatively to identify features of writing that pupils learning EAL handle less confidently than their peers who use English as a mother tongue (EMT). This research adds
to previous evidence gathered about EAL writing at Key Stage 4 (KS4) in an earlier, Ofstedfunded, project by the same author (Cameron 2003).
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Depositing User:||Lynne Cameron|
|Date Deposited:||01 May 2007|
|Last Modified:||04 Oct 2016 10:00|
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