Helping bilingual pupils to access the curriculum /:
Annotation
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London :
David Fulton,
©2003.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Annotation |
| Beschreibung: | 1 online resource (vi, 114 pages) : illustrations |
| Bibliographie: | Includes bibliographical references (pages 110-114) and indexes. |
| ISBN: | 1417500654 9781417500659 9781135373191 1135373191 1853468762 9780203963111 0203963113 9781853468766 |
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| 100 | 1 | |a Smyth, Geri. | |
| 245 | 1 | 0 | |a Helping bilingual pupils to access the curriculum / |c Geri Smyth. |
| 260 | |a London : |b David Fulton, |c ©2003. | ||
| 300 | |a 1 online resource (vi, 114 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a data file | ||
| 504 | |a Includes bibliographical references (pages 110-114) and indexes. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Helping Bilingual Pupils to Access the Curriculum; Copyright; Contents; Acknowledgements; Preface; CHAPTER 1 Language at Home/Language in the Classroom; Education in the UK; The linguistic make-up of the UK; Language education policy in the UK; Teachers' concerns; CHAPTER 2 Meeting the Challenges of Teaching Bilingual Children; JACK, AGE 9; Issues; Educational challenges; Possible solutions; OMAR, AGE 10; Issues; Educational challenges; Possible solutions; ANNIE, AGE 7; Issues; Educational challenges; Possible solutions; SUNITA, AGE 8; Issues; Educational challenges; Possible solutions. | |
| 505 | 8 | |a NATASHA, AGE 15Issues; Educational challenges; Possible solutions; LEE, AGE 13; Issues; Educational challenges; Possible solutions; CHAPTER 3 Monolingual Teachers Working with Bilingual Parents; Parents' meetings; MARK, AGE 5; Issues; Possible solutions; RIZWANA, AGE 9 AND NAHEEDA, AGE 6; Issues; Possible solutions; BILLY, AGE 9 AND JO, AGE 7; Issues; Possible solutions; Literacy homework; Extended leave; CHAPTER 4 Valuing the Multilingual and Multicultural Nature of the School Population; DARJIT, AGE 11; Issues; MARK, AGE 5; Issues; Refugee pupils; MARIELA, AGE 9; Issues; Possible solutions. | |
| 505 | 8 | |a Education for citizenshipWhere we came from/languages we speak: topic outlines; CHAPTER 5 Learning Support or Language Support?; MEGAN, PRIMARY 4 TEACHER; Issues; Possible solutions; JENNA, PRIMARY 2 TEACHER; Issues; Possible solutions; GWEN, PRIMARY 5 TEACHER; Issues; Possible solutions; KAREN, PRIMARY 2 TEACHER; Issues; Teachers' concerns; Learning support or language support?; Why is it important to make a distinction between learning support and language support? | |
| 505 | 8 | |a How can effective English language support be provided for the bilingual child by the mainstream teacher without denying the bilingual child's cognitive ability?CHAPTER 6 Bilingual Pupils Making Sense of a Monolingual Curriculum; What are the forms of education for bilingual pupils in the UK?; SAIMA, AGE 6; Difficulties; Strategies; Implications; ASIF, AGE 9; Difficulties; Strategies; Implications; The personal/imaginative writing distinction; Bilingual learners and the planning of writing; The role of the EAL teacher; JO, AGE 6; Difficulties; Strategies; Implications. | |
| 505 | 8 | |a CHAPTER 7 Overcoming the Challenges'I don't want to tread on any toes.'; 'I want to know more about what the EAL teacher does.'; 'How do you make yourself understood to a child whose home language is not English?'; 'What is the place of the child's home language in their learning?'; 'How do you assess the child's comprehension?'; 'How do you enable the child to be part of the mainstream classroom?'; How do you support newly arrived pupils with little English?; 'How do you help the bilingual child to access complex written texts?'; 'What should be in a school policy for bilingual learners?' | |
| 520 | 8 | |a Annotation |b This book offers practical guidance for teachers working with bilingual pupils in mainstream primary and secondary education and aims to help teachers make the curriculum as accessible as possible to these children. It offers examples of the good practice that has evolved around teaching bilingual children in the classroom. The author provides advice on how to tackle subject areas; guidance on planning lessons; photocopiable proformas for use in planning; case studies; suggested approaches for dealing with common difficulties in texts; and advice on working with bilingual parents. Teachers, student teachers, teaching assistants, English as a Second Language (ESL) and English as an Additional Language (EAL) coordinators will find this book helps them work effectively with bilingual children in mainstream settings. | |
| 650 | 0 | |a Education, Bilingual |z Great Britain. | |
| 650 | 0 | |a Special education |z Great Britain. | |
| 650 | 6 | |a Éducation spéciale |z Grande-Bretagne. | |
| 650 | 7 | |a EDUCATION |x Bilingual Education. |2 bisacsh | |
| 650 | 7 | |a Education, Bilingual |2 fast | |
| 650 | 7 | |a Special education |2 fast | |
| 651 | 7 | |a Great Britain |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP | |
| 758 | |i has work: |a Helping bilingual pupils to access the curriculum (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG7yWhJ8TVyCgwVHt8m7h3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Smyth, Geri. |t Helping bilingual pupils to access the curriculum. |d London : David Fulton, ©2003 |z 1853468762 |w (OCoLC)50099923 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocm54770974 |
|---|---|
| _version_ | 1816881614800551937 |
| adam_text | |
| any_adam_object | |
| author | Smyth, Geri |
| author_facet | Smyth, Geri |
| author_role | |
| author_sort | Smyth, Geri |
| author_variant | g s gs |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC3736 |
| callnumber-raw | LC3736.G7 S69 2003eb |
| callnumber-search | LC3736.G7 S69 2003eb |
| callnumber-sort | LC 43736 G7 S69 42003EB |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Cover; Helping Bilingual Pupils to Access the Curriculum; Copyright; Contents; Acknowledgements; Preface; CHAPTER 1 Language at Home/Language in the Classroom; Education in the UK; The linguistic make-up of the UK; Language education policy in the UK; Teachers' concerns; CHAPTER 2 Meeting the Challenges of Teaching Bilingual Children; JACK, AGE 9; Issues; Educational challenges; Possible solutions; OMAR, AGE 10; Issues; Educational challenges; Possible solutions; ANNIE, AGE 7; Issues; Educational challenges; Possible solutions; SUNITA, AGE 8; Issues; Educational challenges; Possible solutions. NATASHA, AGE 15Issues; Educational challenges; Possible solutions; LEE, AGE 13; Issues; Educational challenges; Possible solutions; CHAPTER 3 Monolingual Teachers Working with Bilingual Parents; Parents' meetings; MARK, AGE 5; Issues; Possible solutions; RIZWANA, AGE 9 AND NAHEEDA, AGE 6; Issues; Possible solutions; BILLY, AGE 9 AND JO, AGE 7; Issues; Possible solutions; Literacy homework; Extended leave; CHAPTER 4 Valuing the Multilingual and Multicultural Nature of the School Population; DARJIT, AGE 11; Issues; MARK, AGE 5; Issues; Refugee pupils; MARIELA, AGE 9; Issues; Possible solutions. Education for citizenshipWhere we came from/languages we speak: topic outlines; CHAPTER 5 Learning Support or Language Support?; MEGAN, PRIMARY 4 TEACHER; Issues; Possible solutions; JENNA, PRIMARY 2 TEACHER; Issues; Possible solutions; GWEN, PRIMARY 5 TEACHER; Issues; Possible solutions; KAREN, PRIMARY 2 TEACHER; Issues; Teachers' concerns; Learning support or language support?; Why is it important to make a distinction between learning support and language support? How can effective English language support be provided for the bilingual child by the mainstream teacher without denying the bilingual child's cognitive ability?CHAPTER 6 Bilingual Pupils Making Sense of a Monolingual Curriculum; What are the forms of education for bilingual pupils in the UK?; SAIMA, AGE 6; Difficulties; Strategies; Implications; ASIF, AGE 9; Difficulties; Strategies; Implications; The personal/imaginative writing distinction; Bilingual learners and the planning of writing; The role of the EAL teacher; JO, AGE 6; Difficulties; Strategies; Implications. CHAPTER 7 Overcoming the Challenges'I don't want to tread on any toes.'; 'I want to know more about what the EAL teacher does.'; 'How do you make yourself understood to a child whose home language is not English?'; 'What is the place of the child's home language in their learning?'; 'How do you assess the child's comprehension?'; 'How do you enable the child to be part of the mainstream classroom?'; How do you support newly arrived pupils with little English?; 'How do you help the bilingual child to access complex written texts?'; 'What should be in a school policy for bilingual learners?' |
| ctrlnum | (OCoLC)54770974 |
| dewey-full | 370.11750941 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.11750941 |
| dewey-search | 370.11750941 |
| dewey-sort | 3370.11750941 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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PRIMARY 2 TEACHER; Issues; Possible solutions; GWEN, PRIMARY 5 TEACHER; Issues; Possible solutions; KAREN, PRIMARY 2 TEACHER; Issues; Teachers' concerns; Learning support or language support?; Why is it important to make a distinction between learning support and language support?</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">How can effective English language support be provided for the bilingual child by the mainstream teacher without denying the bilingual child's cognitive ability?CHAPTER 6 Bilingual Pupils Making Sense of a Monolingual Curriculum; What are the forms of education for bilingual pupils in the UK?; SAIMA, AGE 6; Difficulties; Strategies; Implications; ASIF, AGE 9; Difficulties; Strategies; Implications; The personal/imaginative writing distinction; Bilingual learners and the planning of writing; The role of the EAL teacher; JO, AGE 6; Difficulties; Strategies; Implications.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">CHAPTER 7 Overcoming the Challenges'I don't want to tread on any toes.'; 'I want to know more about what the EAL teacher does.'; 'How do you make yourself understood to a child whose home language is not English?'; 'What is the place of the child's home language in their learning?'; 'How do you assess the child's comprehension?'; 'How do you enable the child to be part of the mainstream classroom?'; How do you support newly arrived pupils with little English?; 'How do you help the bilingual child to access complex written texts?'; 'What should be in a school policy for bilingual learners?'</subfield></datafield><datafield tag="520" ind1="8" ind2=" "><subfield code="a">Annotation</subfield><subfield code="b">This book offers practical guidance for teachers working with bilingual pupils in mainstream primary and secondary education and aims to help teachers make the curriculum as accessible as possible to these children. It offers examples of the good practice that has evolved around teaching bilingual children in the classroom. The author provides advice on how to tackle subject areas; guidance on planning lessons; photocopiable proformas for use in planning; case studies; suggested approaches for dealing with common difficulties in texts; and advice on working with bilingual parents. 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| geographic | Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP |
| geographic_facet | Great Britain |
| id | ZDB-4-EBA-ocm54770974 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:15:31Z |
| institution | BVB |
| isbn | 1417500654 9781417500659 9781135373191 1135373191 1853468762 9780203963111 0203963113 9781853468766 |
| language | English |
| oclc_num | 54770974 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (vi, 114 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2003 |
| publishDateSearch | 2003 |
| publishDateSort | 2003 |
| publisher | David Fulton, |
| record_format | marc |
| spelling | Smyth, Geri. Helping bilingual pupils to access the curriculum / Geri Smyth. London : David Fulton, ©2003. 1 online resource (vi, 114 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Includes bibliographical references (pages 110-114) and indexes. Print version record. Cover; Helping Bilingual Pupils to Access the Curriculum; Copyright; Contents; Acknowledgements; Preface; CHAPTER 1 Language at Home/Language in the Classroom; Education in the UK; The linguistic make-up of the UK; Language education policy in the UK; Teachers' concerns; CHAPTER 2 Meeting the Challenges of Teaching Bilingual Children; JACK, AGE 9; Issues; Educational challenges; Possible solutions; OMAR, AGE 10; Issues; Educational challenges; Possible solutions; ANNIE, AGE 7; Issues; Educational challenges; Possible solutions; SUNITA, AGE 8; Issues; Educational challenges; Possible solutions. NATASHA, AGE 15Issues; Educational challenges; Possible solutions; LEE, AGE 13; Issues; Educational challenges; Possible solutions; CHAPTER 3 Monolingual Teachers Working with Bilingual Parents; Parents' meetings; MARK, AGE 5; Issues; Possible solutions; RIZWANA, AGE 9 AND NAHEEDA, AGE 6; Issues; Possible solutions; BILLY, AGE 9 AND JO, AGE 7; Issues; Possible solutions; Literacy homework; Extended leave; CHAPTER 4 Valuing the Multilingual and Multicultural Nature of the School Population; DARJIT, AGE 11; Issues; MARK, AGE 5; Issues; Refugee pupils; MARIELA, AGE 9; Issues; Possible solutions. Education for citizenshipWhere we came from/languages we speak: topic outlines; CHAPTER 5 Learning Support or Language Support?; MEGAN, PRIMARY 4 TEACHER; Issues; Possible solutions; JENNA, PRIMARY 2 TEACHER; Issues; Possible solutions; GWEN, PRIMARY 5 TEACHER; Issues; Possible solutions; KAREN, PRIMARY 2 TEACHER; Issues; Teachers' concerns; Learning support or language support?; Why is it important to make a distinction between learning support and language support? How can effective English language support be provided for the bilingual child by the mainstream teacher without denying the bilingual child's cognitive ability?CHAPTER 6 Bilingual Pupils Making Sense of a Monolingual Curriculum; What are the forms of education for bilingual pupils in the UK?; SAIMA, AGE 6; Difficulties; Strategies; Implications; ASIF, AGE 9; Difficulties; Strategies; Implications; The personal/imaginative writing distinction; Bilingual learners and the planning of writing; The role of the EAL teacher; JO, AGE 6; Difficulties; Strategies; Implications. CHAPTER 7 Overcoming the Challenges'I don't want to tread on any toes.'; 'I want to know more about what the EAL teacher does.'; 'How do you make yourself understood to a child whose home language is not English?'; 'What is the place of the child's home language in their learning?'; 'How do you assess the child's comprehension?'; 'How do you enable the child to be part of the mainstream classroom?'; How do you support newly arrived pupils with little English?; 'How do you help the bilingual child to access complex written texts?'; 'What should be in a school policy for bilingual learners?' Annotation This book offers practical guidance for teachers working with bilingual pupils in mainstream primary and secondary education and aims to help teachers make the curriculum as accessible as possible to these children. It offers examples of the good practice that has evolved around teaching bilingual children in the classroom. The author provides advice on how to tackle subject areas; guidance on planning lessons; photocopiable proformas for use in planning; case studies; suggested approaches for dealing with common difficulties in texts; and advice on working with bilingual parents. Teachers, student teachers, teaching assistants, English as a Second Language (ESL) and English as an Additional Language (EAL) coordinators will find this book helps them work effectively with bilingual children in mainstream settings. Education, Bilingual Great Britain. Special education Great Britain. Éducation spéciale Grande-Bretagne. EDUCATION Bilingual Education. bisacsh Education, Bilingual fast Special education fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP has work: Helping bilingual pupils to access the curriculum (Text) https://id.oclc.org/worldcat/entity/E39PCG7yWhJ8TVyCgwVHt8m7h3 https://id.oclc.org/worldcat/ontology/hasWork Print version: Smyth, Geri. Helping bilingual pupils to access the curriculum. London : David Fulton, ©2003 1853468762 (OCoLC)50099923 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=104629 Volltext |
| spellingShingle | Smyth, Geri Helping bilingual pupils to access the curriculum / Cover; Helping Bilingual Pupils to Access the Curriculum; Copyright; Contents; Acknowledgements; Preface; CHAPTER 1 Language at Home/Language in the Classroom; Education in the UK; The linguistic make-up of the UK; Language education policy in the UK; Teachers' concerns; CHAPTER 2 Meeting the Challenges of Teaching Bilingual Children; JACK, AGE 9; Issues; Educational challenges; Possible solutions; OMAR, AGE 10; Issues; Educational challenges; Possible solutions; ANNIE, AGE 7; Issues; Educational challenges; Possible solutions; SUNITA, AGE 8; Issues; Educational challenges; Possible solutions. NATASHA, AGE 15Issues; Educational challenges; Possible solutions; LEE, AGE 13; Issues; Educational challenges; Possible solutions; CHAPTER 3 Monolingual Teachers Working with Bilingual Parents; Parents' meetings; MARK, AGE 5; Issues; Possible solutions; RIZWANA, AGE 9 AND NAHEEDA, AGE 6; Issues; Possible solutions; BILLY, AGE 9 AND JO, AGE 7; Issues; Possible solutions; Literacy homework; Extended leave; CHAPTER 4 Valuing the Multilingual and Multicultural Nature of the School Population; DARJIT, AGE 11; Issues; MARK, AGE 5; Issues; Refugee pupils; MARIELA, AGE 9; Issues; Possible solutions. Education for citizenshipWhere we came from/languages we speak: topic outlines; CHAPTER 5 Learning Support or Language Support?; MEGAN, PRIMARY 4 TEACHER; Issues; Possible solutions; JENNA, PRIMARY 2 TEACHER; Issues; Possible solutions; GWEN, PRIMARY 5 TEACHER; Issues; Possible solutions; KAREN, PRIMARY 2 TEACHER; Issues; Teachers' concerns; Learning support or language support?; Why is it important to make a distinction between learning support and language support? How can effective English language support be provided for the bilingual child by the mainstream teacher without denying the bilingual child's cognitive ability?CHAPTER 6 Bilingual Pupils Making Sense of a Monolingual Curriculum; What are the forms of education for bilingual pupils in the UK?; SAIMA, AGE 6; Difficulties; Strategies; Implications; ASIF, AGE 9; Difficulties; Strategies; Implications; The personal/imaginative writing distinction; Bilingual learners and the planning of writing; The role of the EAL teacher; JO, AGE 6; Difficulties; Strategies; Implications. CHAPTER 7 Overcoming the Challenges'I don't want to tread on any toes.'; 'I want to know more about what the EAL teacher does.'; 'How do you make yourself understood to a child whose home language is not English?'; 'What is the place of the child's home language in their learning?'; 'How do you assess the child's comprehension?'; 'How do you enable the child to be part of the mainstream classroom?'; How do you support newly arrived pupils with little English?; 'How do you help the bilingual child to access complex written texts?'; 'What should be in a school policy for bilingual learners?' Education, Bilingual Great Britain. Special education Great Britain. Éducation spéciale Grande-Bretagne. EDUCATION Bilingual Education. bisacsh Education, Bilingual fast Special education fast |
| title | Helping bilingual pupils to access the curriculum / |
| title_auth | Helping bilingual pupils to access the curriculum / |
| title_exact_search | Helping bilingual pupils to access the curriculum / |
| title_full | Helping bilingual pupils to access the curriculum / Geri Smyth. |
| title_fullStr | Helping bilingual pupils to access the curriculum / Geri Smyth. |
| title_full_unstemmed | Helping bilingual pupils to access the curriculum / Geri Smyth. |
| title_short | Helping bilingual pupils to access the curriculum / |
| title_sort | helping bilingual pupils to access the curriculum |
| topic | Education, Bilingual Great Britain. Special education Great Britain. Éducation spéciale Grande-Bretagne. EDUCATION Bilingual Education. bisacsh Education, Bilingual fast Special education fast |
| topic_facet | Education, Bilingual Great Britain. Special education Great Britain. Éducation spéciale Grande-Bretagne. EDUCATION Bilingual Education. Education, Bilingual Special education Great Britain |
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| work_keys_str_mv | AT smythgeri helpingbilingualpupilstoaccessthecurriculum |