Guides teachers into the literacy of their own subject and the mindset of an EAL student who needs focussed and constructive feedback, strategies and methods to develop specialised subject knowledge.

Subject Literacy in Culturally Diverse Secondary Schools supports you to help all learners at lower secondary level to develop and communicate their ideas more effectively, particularly learners with English as an Additional Language (EAL). Starting from basic educational principles, the authors help you to consider the processes of learning and why every good teacher needs knowledge about language to support this, looking at how language is used for different purposes. Drawing on their experience across language in culturally diverse classrooms and teacher education, the authors encourage you to explore: -How is language used to present and discuss knowledge in my subject? -Who are the EAL learners in your classroom? -What are the processes of language development? -What approaches to task design and language modelling can a subject teacher use for building subject knowledge? You are supported to reflect on the specific features of your own subject language, enabling you to consider how you can make your subject related language more visible to learners and how you can use existing knowledge of language to help learners to understand and develop subject literacies.

"A timely contribution to our understanding of how subject teachers can promote subject literacy and improve outcomes for EAL learners. It is written in clear, non-technical language with practical advice and detailed examples that demonstrate language aware strategies, tasks, and feedback across subject specialisations." - Classroom Discourse

"A much-needed volume that provides a coherent conceptual framework for extending the teaching of grammar and literacy into the secondary school context. It provides subject teachers, and those delivering ITE and CPD programmes with excellent examples of how teachers can make explicit language used to express knowledge in their particular subjects." - Urszula Clark, Professor of English and Linguistics, Aston University, UK

"This book is long overdue and fills a gap in understanding how to develop non-native speaker (and native speaker) learners’ academic English in the secondary classroom. The strategies will be invaluable for teachers of all subjects in the secondary as well as for teacher educators, working with secondary student teachers." - Danièle Flament-Boistrancourt, Emeritus Professor, Université Paris-Nanterre, France

"The authors have identified and filled a gap, in providing research-based practice and guidance to secondary colleagues, with a subject specialist focus. Throughout, they weave in additional references and links to resources to further support teachers, offering scope for further development of their pedagogical approaches. It has incorporated andragogical approaches from work-based learning, which can support departmental and whole school improvement for EAL learners." - EAL