Promoting Learning for Bilingual Pupils 3-11: Opening Doors to SuccessJean Conteh SAGE, 18/07/2006 - 128 páginas Written by a team of teachers, this clear and accessible book shows readers how they can help bilingual learners in their classrooms to access the curriculum as effectively as possible. Advice is included on: - developing whole-school policies - creating positive classroom settings to promote learning - using drama - supporting bilingual learners in the early years - the importance of home-school links There are also plenty of practical suggestions for ways to improve classroom practice, and some photocopiable material. |
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Página 2
... knowledge in the subject called English or in the Literacy Hour. It is cross-curricular and forms the basis of learning in all the other curriculum areas. Language underpins learning, so, for young bilingual learners who are new to ...
... knowledge in the subject called English or in the Literacy Hour. It is cross-curricular and forms the basis of learning in all the other curriculum areas. Language underpins learning, so, for young bilingual learners who are new to ...
Página 3
... knowledge of the world. Languages are not separate and isolated units. Bilingual children and adults naturally switch and mix between the languages they have at their disposal, they do not keep each language separate. If you listen to ...
... knowledge of the world. Languages are not separate and isolated units. Bilingual children and adults naturally switch and mix between the languages they have at their disposal, they do not keep each language separate. If you listen to ...
Página 4
... knowledge and experience of languages or of varieties of English that are different from those they will use and learn in school. Outside school, they may hear and use different dialects of English, which have grammar and vocabulary ...
... knowledge and experience of languages or of varieties of English that are different from those they will use and learn in school. Outside school, they may hear and use different dialects of English, which have grammar and vocabulary ...
Página 5
... knowledge of your pupils' home and community experiences. One Year 6 boy, who was interviewed as part of a research project, talked about his learning in a very insightful way, describing the different things his teachers did in his ...
... knowledge of your pupils' home and community experiences. One Year 6 boy, who was interviewed as part of a research project, talked about his learning in a very insightful way, describing the different things his teachers did in his ...
Página 6
... knowledge of English replaces rather than grows from their knowledge of other languages. Research has shown that transitional bilingualism can lead to restricted concept development and problems with learning. Instead of this, we are ...
... knowledge of English replaces rather than grows from their knowledge of other languages. Research has shown that transitional bilingualism can lead to restricted concept development and problems with learning. Instead of this, we are ...
Índice
1 | |
Chapter 2 Promoting Positive Links Between Home and School | 13 |
Chapter 3 Promoting Learning in the Early Years | 28 |
Chapter 4 Talking Learning and Moving on to Writing | 42 |
Ideas for Talking and Writing | 63 |
Chapter 6 Using Drama to Promote Learning | 75 |
Chapter 7 Promoting a Positive WholeSchool Ethos | 87 |
Glossary | 103 |
105 | |
Useful Websites | 107 |
109 | |
Outras edições - Ver tudo
Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success Jean Conteh Pré-visualização limitada - 2006 |
Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success Jean Conteh Pré-visualização indisponível - 2006 |
Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success Jean Conteh Pré-visualização indisponível - 2006 |
Palavras e frases frequentes
additional language additive bilingualism adults asked Bangla Bangladesh bilingual approach bilingual children bilingual learners Bradford Bradford College chairperson Chapter child children need children’s learning confidence conscience alley context curriculum David Fulton debate develop different languages discussion diversity drama activities Earlystart encouraged English ethnic example experiences explore feel Foundation Stage Frankenstein Gruffalo guage ideas important inclusive classroom involved Jean Conteh knowledge language and cultural Learning for Bilingual Leeds Metropolitan University Literacy Hour Maggie Power Mary Shelley’s minibeasts monolingual mothers multilingual nursery opportunities Pandora Pandora’s Box parents Pauline Gibbons planning points persuasively positive ethos practical primary schools promoting a positive Promoting Learning Punjabi range role play scripts Send for Sohail sentences session share skills speakers speaking and listening Stoke-on-Trent story successful teacher teaching topic Trentham understand Urdu Victor Frankenstein vocabulary whole-school words writing young bilingual young Frankenstein