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 36
Сторінка vii
... words. The book includes approaches to the promotion of positive links between home and school. The strong focus on speaking and listening in the early years is carried into the chapter that introduces the link between talk and writing ...
... words. The book includes approaches to the promotion of positive links between home and school. The strong focus on speaking and listening in the early years is carried into the chapter that introduces the link between talk and writing ...
Сторінка vii
... words. The book includes approaches to the promotion of positive links between home and school. The strong focus on speaking and listening in the early years is carried into the chapter that introduces the link between talk and writing ...
... words. The book includes approaches to the promotion of positive links between home and school. The strong focus on speaking and listening in the early years is carried into the chapter that introduces the link between talk and writing ...
Сторінка 2
... Words printed in bold in the text are explained in the Glossary, which begins on page 103.You will find full details of books and other resources mentioned in the chapters in the further reading sections at the end of each chapter. THE.
... Words printed in bold in the text are explained in the Glossary, which begins on page 103.You will find full details of books and other resources mentioned in the chapters in the further reading sections at the end of each chapter. THE.
Сторінка 3
... words, phrases or sentences amongst the other languages they are using.This is known as codeswitching, and is especially common in children whose families have been settled in the UK for two or three genera- tions, and who still ...
... words, phrases or sentences amongst the other languages they are using.This is known as codeswitching, and is especially common in children whose families have been settled in the UK for two or three genera- tions, and who still ...
Сторінка 5
... own and other cultures . Resources such as these also help children to transfer their thinking from one language to another . TRANSITIONAL AND ADDITIVE BILINGUALISM We use the word 'promoting' in Introduction : Principles and Practices 5.
... own and other cultures . Resources such as these also help children to transfer their thinking from one language to another . TRANSITIONAL AND ADDITIVE BILINGUALISM We use the word 'promoting' in Introduction : Principles and Practices 5.
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 bilingual pupils Bradford Bradford College chairperson Chapter child children need children’s learning collaborative talk confidence conscience alley context curriculum David Fulton debate develop different languages discussion diversity drama activities Earlystart Eid Mubarak encouraged English ethnic example experiences explore feel Foundation Stage Frankenstein Gruffalo guage ideas important inclusive classroom introduced involved Jean Conteh knowledge language and cultural Learning for Bilingual Leeds Metropolitan University Literacy Hour Maggie Power minibeasts monolingual mothers multilingual nursery opportunities Pandora parents Pauline Gibbons planning practical primary schools promoting a positive Promoting Learning Punjabi range role play scaffolding Schools Linking Project scripts Send for Sohail sentences session share skills speakers speaking and listening Stoke-on-Trent story teacher teaching topic understand Urdu Victor Frankenstein vocabulary words writing young bilingual young Frankenstein
Популярні уривки
Сторінка 82 - 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 82 - 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 33 - 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 82 - to enter the vessel. He was not as the other traveller seemed to be, a savage inhabitant of some undiscovered
Сторінка 82 - When I appeared on deck, the Master said, 'Here is our captain, and he will not allow you to perish
Сторінка 33 - 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 50 - Construct an argument in note form or full text to persuade others
Сторінка 20 - 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 21 - 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.