Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success

Передня обкладинка
Jean Conteh
SAGE, 18 лип. 2006 р. - 128 стор.
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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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Зміст

Priciples and Practices for Teaching Bilingual Learners
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
Bibliography
105
Useful Websites
107
Index
109
Авторські права

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Загальні терміни та фрази

Популярні уривки

Сторінка 81 - I went upon the deck and found all the sailors busy on one side of the vessel, apparently talking to someone in the sea. It was in fact a sledge
Сторінка 81 - which had drifted towards us in the night on a large fragment of ice. Only one dog remained alive; but there was a human being within it
Сторінка 32 - explore and experiment with sounds, words and texts; listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.
Сторінка 81 - to enter the vessel. He was not as the other traveller seemed to be, a savage inhabitant of some undiscovered
Сторінка 81 - When I appeared on deck, the Master said, 'Here is our captain, and he will not allow you to perish
Сторінка 32 - their own stories, songs, rhymes and poems. • Use language to imagine and recreate roles and experiences. • Use talk to organize, sequence and clarify thinking, ideas, feelings and events.
Сторінка 49 - Construct an argument in note form or full text to persuade others
Сторінка 19 - Suzanne began by showing the children a photo of her own daughter and explaining how she had chosen her name. She then gave a letter asking for some information about the child's name to each child to take home to their parents. These were available in Urdu as well as English. All
Сторінка 20 - attentively to their classmates and taken part in discussions about family. The class also had an impressive name tree on display which parents were invited to see. Suzanne followed up the vocabulary development in more structured Literacy Hourtype activities, encouraging the children to read many of the words by sight.

Про автора (2006)

Dr. Jean Conteh is a senior lecturer in the School of Education at the University of Leeds, where she teaches on the PGCE Primary course and on MA courses. She has worked in many countries and is a very experienced teacher educator. She has published widely in the field of EAL in primary education, both for teachers and for academic audiences. Her research focuses on ways to promote success for those pupils who are often labelled ‘disadvantaged’ in our education system, and covers the role of language in teaching and learning in primary classrooms and the expertise and professional roles of bilingual teachers.

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