Promoting Learning for Bilingual Pupils 3-11: Opening Doors to SuccessJean Conteh SAGE, 18 лип. 2006 р. - 128 стор. 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. |
З цієї книги
Результати 1-5 із 84
Сторінка v
... Bilingual Learners 1 Jean Conteh and Avril Brock The centrality of language in learning •Who are 'bilingual learners ... young bilingual child •The Foundation Stage • Planning for a developmentally appropriate curriculum for the young ...
... Bilingual Learners 1 Jean Conteh and Avril Brock The centrality of language in learning •Who are 'bilingual learners ... young bilingual child •The Foundation Stage • Planning for a developmentally appropriate curriculum for the young ...
Сторінка vii
... children who are learning English as an additional language and of educating teachers in this field. They present a clear overview of the issues related to the teaching and learning of bilingual pupils, beginning with attitudes to and ...
... children who are learning English as an additional language and of educating teachers in this field. They present a clear overview of the issues related to the teaching and learning of bilingual pupils, beginning with attitudes to and ...
Сторінка xi
... Bilingual Learning and Teaching Association, to which some of the contributors belong. Since 2003, the BLTA has been running Saturday classes for primary children and working with parents in Bradford to promote bilingual approaches to ...
... Bilingual Learning and Teaching Association, to which some of the contributors belong. Since 2003, the BLTA has been running Saturday classes for primary children and working with parents in Bradford to promote bilingual approaches to ...
Сторінка xiii
... multilingual settings, Avril began work as a teacher-trainer and early years specialist at Bradford College in 1991. She now works as a Senior Lecturer in the School of Childhood and Community at Leeds Metropolitan University. She has ...
... multilingual settings, Avril began work as a teacher-trainer and early years specialist at Bradford College in 1991. She now works as a Senior Lecturer in the School of Childhood and Community at Leeds Metropolitan University. She has ...
Сторінка 1
... bilingual, and many are the children, grandchildren and even great-grandchildren of people who arrived to work in mills and factories 40 or 50 years ago. But there are also schools where bilingual pupils are very much in the minority ...
... bilingual, and many are the children, grandchildren and even great-grandchildren of people who arrived to work in mills and factories 40 or 50 years ago. But there are also schools where bilingual pupils are very much in the minority ...
Зміст
1 | |
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 |
Інші видання - Показати все
Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success Jean Conteh Обмежений попередній перегляд - 2006 |
Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success Jean Conteh Попередній перегляд недоступний - 2006 |
Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success Jean Conteh Попередній перегляд недоступний - 2006 |
Загальні терміни та фрази
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
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.