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 32
Сторінка ix
... , and whose creative energies and enthusiasm underpin the ideas in this book. Jean wishes to thank her family for their patience and proofreading skills. Note on royalties All royalties earned by the sale of ix Acknowledgements.
... , and whose creative energies and enthusiasm underpin the ideas in this book. Jean wishes to thank her family for their patience and proofreading skills. Note on royalties All royalties earned by the sale of ix Acknowledgements.
Сторінка 6
... skills' (BICS) but up to seven years to develop 'cognitive academic language proficiency' (CALP) (see page 10 for discussion of BICS and CALP). A 'silent period' at the early stages of learning an additional language is natural and ...
... skills' (BICS) but up to seven years to develop 'cognitive academic language proficiency' (CALP) (see page 10 for discussion of BICS and CALP). A 'silent period' at the early stages of learning an additional language is natural and ...
Сторінка 10
... skills of literacy and the language for problem-solving. Language used in educational settings is sometimes unique to that context and it may be difficult to transfer it to other situations or contexts. Contextreduced situations ...
... skills of literacy and the language for problem-solving. Language used in educational settings is sometimes unique to that context and it may be difficult to transfer it to other situations or contexts. Contextreduced situations ...
Сторінка 16
... skills. As we explained in Chapter 1, over the past 30 years there has been a great deal of research demonstrating how the development of the first language accelerates the learning of a second. Ever since the Bullock Report of 1975 ...
... skills. As we explained in Chapter 1, over the past 30 years there has been a great deal of research demonstrating how the development of the first language accelerates the learning of a second. Ever since the Bullock Report of 1975 ...
Сторінка 17
... skill of the teacher is to be open to them. It is to recognize the commonality of human experience and to be open to the considerable wisdom that there is within families whatever their backgrounds. There are many different ways in ...
... skill of the teacher is to be open to them. It is to recognize the commonality of human experience and to be open to the considerable wisdom that there is within families whatever their backgrounds. There are many different ways in ...
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.