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100   $a20060713d2007      uy             0
101 0 $aeng
135   $aurnn#---|u||u
181   $ctxt
182   $cc
183   $acr
200 10$aBilingualism in international schools$b[electronic resource] $ea model for enriching language education /$fMaurice Carder
210   $aClevedon ;$aBuffalo $cMultilingual Matters$d2007
215   $a1 online resource (223 p.)
225 1 $aParents' and teachers' guides ;$v8
300   $aDescription based upon print version of record.
311 0 $a1-85359-940-9 
311 0 $a1-85359-941-7 
320   $aIncludes bibliographical references and index.
327   $tFront matter --$tContents --$tAcknowledgements --$tForeword --$tIntroduction --$tChapter 1. International Schools: Their Origins and Development. Overview of the Three-programme Model for Second Language Students --$tChapter 2. Second Language Programme and Related Issues --$tChapter 3. Appropriate Training for School Staff --$tChapter 4. Mother Tongue Programme --$tChapter 5. Enlisting Parents? Support --$tChapter 6. A Journey of Discovery: The Development of an ESL Programme at the Vienna International School --$tEpilogue: Recommendations for Effective Practice in International Schools --$tAppendix 1: Assessment Test --$tAppendix 2: VIS Mother Tongue Programme (VISMTP) 2006?7 --$tAppendix 3: Vienna International School: Language Policy --$tAppendix 4: Issues of Inclusion and Extra Payment for ESL Tuition --$tAppendix 5: Glossary --$tAppendix 6: Addresses --$tAppendix 7: Websites --$tBibliography --$tIndex
330   $aInternational Schools have developed since their inception from a largely native English-speaking student body to schools such as the author?s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a ?three-programme model? for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.
410  0$aParents' and teachers' guides ;$v8.
606   $aLanguage and languages$xStudy and teaching$xBilingual method
606   $aEducation, Bilingual
606   $aEnglish language$xStudy and teaching$xForeign speakers
606   $aInternational education
615  0$aLanguage and languages$xStudy and teaching$xBilingual method.
615  0$aEducation, Bilingual.
615  0$aEnglish language$xStudy and teaching$xForeign speakers.
615  0$aInternational education.
676   $a370.117/5
700   $aCarder$b Maurice$f1944-$01543546
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910784009403321
996   $aBilingualism in international schools$93797067
997   $aUNINA