Description
This comprehensive study from Cambridge University Press explores the critical intersection of language development and social integration for students with English as an additional language (EAL). Drawing on extensive research conducted across diverse educational contexts, the book presents evidence-based findings on how EAL learners acquire English proficiency while simultaneously navigating social relationships within school communities.
The research, conducted by a distinguished team of experts including Michael Evans, Claudia Schneider, and Madeleine Arnot, examines the factors that facilitate or hinder both linguistic and social development. The book provides valuable insights for educators, policymakers, and researchers seeking to understand the complex dynamics of language learning and peer relationships among multilingual students. It offers practical implications for improving educational outcomes and fostering inclusive school environments.







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