LEADER 05162oam 2200709I 450 001 9910825586303321 005 20240131145639.0 010 $a1-135-37318-3 010 $a1-283-60725-5 010 $a9786613919700 010 $a1-135-37319-1 010 $a0-203-96311-3 010 $a1-4175-0065-4 024 7 $a10.4324/9780203963111 035 $a(CKB)111087028275330 035 $a(EBL)1024725 035 $a(OCoLC)811506619 035 $a(SSID)ssj0000170162 035 $a(PQKBManifestationID)11169402 035 $a(PQKBTitleCode)TC0000170162 035 $a(PQKBWorkID)10215203 035 $a(PQKB)10478019 035 $a(MiAaPQ)EBC1024725 035 $a(Au-PeEL)EBL1024725 035 $a(CaPaEBR)ebr10603180 035 $a(CaONFJC)MIL391970 035 $a(OCoLC)54770974 035 $a(FINmELB)ELB132558 035 $a(EXLCZ)99111087028275330 100 $a20130331d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHelping bilingual pupils to access the curriculum /$fGeri Smyth 210 1$aOxon [England] :$cDavid Fulton,$d2003. 215 $a1 online resource (125 p.) 300 $aDescription based upon print version of record. 311 $a1-138-17706-7 311 $a1-85346-876-2 320 $aIncludes bibliographical references (p. [110]-114) and indexes. 327 $aCover; 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 327 $aNATASHA, 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; Issues; Refugee pupils; MARIELA, AGE 9; Issues; Possible solutions 327 $aEducation 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? 327 $aHow 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 327 $aCHAPTER 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?' 327 $aUseful Addresses and Websites 330 $aThis 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. 606 $aEducation, Bilingual$zGreat Britain 606 $aSpecial education$zGreat Britain 615 0$aEducation, Bilingual 615 0$aSpecial education 676 $a370.11750941 700 $aSmyth$b Geri.$01681816 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910825586303321 996 $aHelping bilingual pupils to access the curriculum$94051492 997 $aUNINA