Helping bilingual pupils to access the curriculum

• 作者: Smyth, Geri.
• 出版: London : David Fulton ©2003.
• 稽核項: 1 online resource (vi, 114 pages) :illustrations.
• 標題: Education, Bilingual , Special education , Éducation spéciale Grande-Bretagne. , Education, Bilingual. , Special education. , Special education Great Britain. , Education, Bilingual Great Britain. , Éducation spéciale , Bilingual Education. , Electronic books. , Great Britain. , EDUCATION , EDUCATION Bilingual Education.
• ISBN: 1853468762 , 9781853468766
• 試查全文@TNUA:
  
• 附註: Includes bibliographical references (pages 110-114) and indexes. 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; 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?'
• 摘要: Annotation
• 電子資源: https://dbs.tnua.edu.tw/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=104629
• 系統號: 005307035
• 資料類型: 電子書
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• 引用網址: 複製連結
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