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Record Nr. |
UNINA9910825586303321 |
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Autore |
Smyth Geri |
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Titolo |
Helping bilingual pupils to access the curriculum / / Geri Smyth |
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Pubbl/distr/stampa |
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Oxon [England] : , : David Fulton, , 2003 |
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ISBN |
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1-135-37318-3 |
1-283-60725-5 |
9786613919700 |
1-135-37319-1 |
0-203-96311-3 |
1-4175-0065-4 |
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Descrizione fisica |
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1 online resource (125 p.) |
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Disciplina |
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Soggetti |
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Education, Bilingual - Great Britain |
Special education - Great Britain |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. [110]-114) and indexes. |
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Nota di contenuto |
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Cover; Helping Bilingual Pupils to Access the Curriculum; Copyright; Contents; Acknowledgements; Preface; CHAPTER 1 Language at Home/Language in the Classroom; Education in the UK; The linguistic make-up of the UK; Language education policy in the UK; Teachers' concerns; CHAPTER 2 Meeting the Challenges of Teaching Bilingual Children; JACK, AGE 9; Issues; Educational challenges; Possible solutions; OMAR, AGE 10; Issues; Educational challenges; Possible solutions; ANNIE, AGE 7; Issues; Educational challenges; Possible solutions; SUNITA, AGE 8; Issues; Educational challenges; Possible solutions |
NATASHA, AGE 15Issues; Educational challenges; Possible solutions; LEE, AGE 13; Issues; Educational challenges; Possible solutions; CHAPTER 3 Monolingual Teachers Working with Bilingual Parents; Parents' meetings; MARK, AGE 5; Issues; Possible solutions; RIZWANA, AGE 9 AND NAHEEDA, AGE 6; Issues; Possible solutions; BILLY, AGE 9 AND JO, AGE 7; Issues; Possible solutions; Literacy homework; Extended leave; CHAPTER 4 Valuing the Multilingual and Multicultural Nature of the School Population; DARJIT, AGE 11; Issues; MARK, AGE 5; |
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Issues; Refugee pupils; MARIELA, AGE 9; Issues; Possible solutions |
Education for citizenshipWhere we came from/languages we speak: topic outlines; CHAPTER 5 Learning Support or Language Support?; MEGAN, PRIMARY 4 TEACHER; Issues; Possible solutions; JENNA, PRIMARY 2 TEACHER; Issues; Possible solutions; GWEN, PRIMARY 5 TEACHER; Issues; Possible solutions; KAREN, PRIMARY 2 TEACHER; Issues; Teachers' concerns; Learning support or language support?; Why is it important to make a distinction between learning support and language support? |
How can effective English language support be provided for the bilingual child by the mainstream teacher without denying the bilingual child's cognitive ability?CHAPTER 6 Bilingual Pupils Making Sense of a Monolingual Curriculum; What are the forms of education for bilingual pupils in the UK?; SAIMA, AGE 6; Difficulties; Strategies; Implications; ASIF, AGE 9; Difficulties; Strategies; Implications; The personal/imaginative writing distinction; Bilingual learners and the planning of writing; The role of the EAL teacher; JO, AGE 6; Difficulties; Strategies; Implications |
CHAPTER 7 Overcoming the Challenges'I don't want to tread on any toes.'; 'I want to know more about what the EAL teacher does.'; 'How do you make yourself understood to a child whose home language is not English?'; 'What is the place of the child's home language in their learning?'; 'How do you assess the child's comprehension?'; 'How do you enable the child to be part of the mainstream classroom?'; How do you support newly arrived pupils with little English?; 'How do you help the bilingual child to access complex written texts?'; 'What should be in a school policy for bilingual learners?' |
Useful Addresses and Websites |
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Sommario/riassunto |
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This book offers practical guidance for teachers working with bilingual pupils in mainstream primary and secondary education and aims to help teachers make the curriculum as accessible as possible to these children. It offers examples of the good practice that has evolved around teaching bilingual children in the classroom. |
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