dc.contributor.authorSánchez-Verdejo Pérez, Francisco Javier
dc.contributor.authorAnguita Acero, Juana María
dc.contributor.authorBorelli, María Teresa
dc.date.accessioned2020-05-20T15:00:46Z
dc.date.available2020-05-20T15:00:46Z
dc.date.issued2020
dc.identifier.isbn9781799825883
dc.identifier.urihttp://hdl.handle.net/20.500.12226/349
dc.description.abstractThis chapter presents the results of a quantitative research carried out through the administration of a questionnaire to the Multilingual Education Assistants who are part of the Ethnic Minority Achievement Service (EMAS) at the Coventry City Council (UK). Authors investigate the importance and impact the EMAS service has in the reception of foreign students newly arrived in England. In particular, the strategies implemented to promote students’ integration within the new socio-cultural context are analysed. A revision of the most important theories related to the teaching-learning process of an L2 is carried out. An overview of migration in the 21st century and how intercultural education can foster the coexistence of cultures, ethnic groups, and languages is provided. This chapter concludes that Multilingual Education Assistants can help to encourage dialogue between individuals, promoting the overcoming of linguistic obstacles and developing the linguistic competence of foreign children who have just arrived in England.es
dc.language.isoenes
dc.titleThe EMAS and Its Role in the ESL Instruction to Immigrants in Englandes
dc.typebookPartes
dc.description.course2019-20es
dc.identifier.doi10.4018/978-1-7998-2588-3.ch004
dc.page.initial71es
dc.page.final104es
dc.rights.accessRightsopenAccesses
dc.subject.keywordEMASes
dc.subject.keywordImmigrantses
dc.subject.keywordEnglandes


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