The study upon which this article is based investigates teachers’ literacy development methods used in nursery and reception classrooms of a British international school, and focuses specifically on children having English as an additional language (EAL). Findings from teaching observations and from interviews with teachers present the techniques used in order to develop pupils’ literacy skills. The study supports professionals by shedding light on various inclusive techniques for facilitating the literacy development of a class with a significant number of EAL children.
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