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The Common European Framework of Reference (CEFR) was used to
develop guidelines for the provision of English L2 support for
newcomer children in Irish primary schools. The guidelines present
age-appropriate and domain-specific 'can do' descriptors for the
first three levels of the CEFR (A1 B1). This book reports on an
in-depth empirical investigation of the English L2 development of
18 primary pupils over the course of one school year. It presents
case studies which illustrate the often uncertain progress of
pupils' language development, and examines the wide range of
variance across the sample. It also provides an analysis of the
data as a whole, which reveals a number of regular patterns. The
findings confirm that pupils' communicative capacity developed
according to the functional trajectory proposed by the guidelines
and derived from the CEFR; they also allow us to attach a great
deal of linguistic detail to descriptors of underlying linguistic
competence."
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