Remedial or radical? Second lan guagesupport for curriculum learning

World Yearbook of Education 2003: Language Education

Volumn , Issue , 2003, Pages 21-34

  Bourne, Jill ^a  

^a UNIVERSITY OF SOUTHAMPTON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41449095181     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203416709-10     Document Type: Chapter

References (43)

1. Bourne, J (1989) Moving into the Mainstream: LEA provision for bilingual pupils in England and Wales, NFER-Nelson, Windsor
2. Bourne, J (2001) ‘Doing what comes naturally’: how the discourses and routines of teachers’ practice constrain opportunities for bilingual support in UK primary schools, Language and Education, 14, pp 1–18
3. Bourne, J and McPake, J (1991) Partnership Teaching: Co-operative teaching strategies for English language support in multilingual classes, HMSO, London Brumfit, C (1984) Communicative Methodology in Language Teaching: The roles of fluency and accuracy, Cambridge University Press, Cambridge
4. Collier, V (1987) How long? A synthesis of research on academic achievement in a second language , TESOL Quarterly, 23 (3), pp 509–31
5. Commission for Racial Equality (CRE) (1986) The Teaching of English as a Second Language , CRE , London
6. Crandall, J (1993) Content-centred learning in the US, Annual Review of Applied Linguistics , 13, pp 111–26
7. Creese, A (2000) The role of the language specialist in disciplinary teaching: in search of a subject? Journal of Multicultural and Multilingual Development, 21 (6), pp 451–70
8. Crystal, D (1995) The Cambridge Encyclopaedia of the English Language, Cambridge University Press, Cambridge
9. Cummins, J (1984) Bilingualism and Special Education: Issues in assessment and pedagogy, College-Hill, San Diego, CA
10. Davies, A and Sturman, E (1988) Bilingual Learners in Secondary Schools, Inner London Education Authority , London
11. Department for Education and Employment/Teacher Training Agency (DfEE/TTA) (2001) Standards for Initial Teacher Training, DfEE, London
12. Disadvantaged Schools Program (1994) Write It Right: Exploring literacy in school English, New South Wales Department of School Education , Sydney
13. European Network of Intercultural Teacher Training (EUNIT) (1998) Skills and Abilities Required for Teaching in Multilingual Schools, Waxmann , Münster and New York
14. Fradd, S and Lee, O (1999) Teachers’ roles in promoting science inquiry with students from diverse language backgrounds , Educational Researcher , 29 (5), pp 14–20
15. Gibbons, P (1991) Learning to Learn in a Second Language, Primary English Teaching Association (PETA) , Newtown
16. Gibbons, P (2002) Scaffolding Language, Scaffolding Learning: Working with ESL children in the mainstream elementary classroom, Heinemann , London
17. Gillborn, D and Gipps, C (1996) Recent Research on the Achievements of Ethnic Minority Pupils, OFSTED, London
18. Gogolin, I (1994) Der monolinguale Habitus der multilingualen Schule, Waxmann, Münster and New York
19. Gold, N (1997) Teachers for LEP Students: Demand, supply and shortage ,State Department for Education, Sacramento, CA
20. Graddol, D (1997) The Future of English? The British Council, London
21. Gregory, E (1996) Making Sense of a New World: Learning to read in a second language, Paul Chapman, London
22. Halliday, M (1994) An Introduction to Functional Grammar, 2nd edn, Edward Arnold, London
23. Hammond, J (ed) (2001) Scaffolding: Teaching and learning in language and literacy education, PETA, Newtown , NSW
24. Jaspaert, K and Ramaut, G (2000) Don’t use English words in Dutch: portrait of a multilingual classroom in Flanders, in Man screibt, wie man spricht eds I Gogolin and S Kroon, pp 27–40, Waxmann, Münster
25. Krashen, S (1982) Principles and Practice in Second Language Acquisition, Pergamon, Oxford
26. Lambert, W (1980) The social psychology of language, in Language: Social psychological perspectives, eds H Giles, W Robinson and P Smith, Pergamon, Oxford
27. Leung, C (1997) Language content and learning process in curriculum tasks,in English as an Additional Language: Changing perspectives, eds C Leung and C Cable, pp 28–39, National Association for Language Development in the Curriculum (NALDIC), Watford
28. Levine, J (1990) Bilingual Pupils and the Mainstream Curriculum, Falmer, London
29. Macias, R (1989) Bilingual Teacher Supply and Demand in the United States, USC Center for Multilingual, Multicultural Research and the Tomas Rivers Center
30. Madood, T, Berthoud, R, Lakey, J, Nazroo, J, Smith, P, Virdee, S and Beishon, S (1997) Ethnic Minorities in Britain: Diversity and disadvantage , Policy Studies Institute, London
31. Merino, B (1999) Preparing secondary teachers to teach a second language, in So Much to Say: Adolescents, bilingualism and ESL in the secondary school, eds C Faltis and P Wolfe, pp 225–54, Teachers College Press, New York
32. Minicucci, C and Olsen, L (1992) Programs for Secondary Limited English Proficient Students: A Californian study, National Clearing House for Bilingual Education, Washington, DC
33. Mohan, B (1986) Language and Content, Addison-Wesley, Reading, MA
34. NEPI (1992) Language, Oxford University Press, Cape Town
35. Norton Pierce, B and Ridge, S (1997) Multilingualism in Southern Africa, Annual Review of Applied Linguistics 17, 170–90
36. Prinsloo, M and Kell, C (1997) Literacy on the ground: a located perspective on literacy policy in South Africa, Literacy and Numeracy Studies, 7 (2), pp 83–101
37. Reid, E and Reich, H (1992) Breaking the Boundaries: Migrant workers’ children in the EC, Multilingual Matters, Clevedon, UK
38. Rollnick, M and Rutherford, M (1996) The use of mother tongue and English in the learning and expression of science concepts: a classroom-based study, International Journal of Science Education, 18 (1), pp 91–103
39. Schools Council (1983) Language in the Multicultural Primary Classroom, broadsheets, Schools Council, London
40. Setati, M, Adler, J, Reed, Y and Bapoo, A (2002) Incomplete journeys: code switching and other language practices in mathematics, science and English language classrooms in South Africa, Language and Education, 16 (2), pp 128– 49
41. Vallet, L and Caille, J (1999) Migration and integration in France: academic careers of immigrants’ children in lower and upper secondary school, paper prepared for the ESF conference ‘European Societies or European Society? Migrations and inter-ethnic relations in Europe’, Obernai
42. Waggoner, D (1999) Who are the secondary newcomer and linguistically different youth?, in So Much to Say: Adolescents, bilingualism and ESL in the secondary school, eds C Faltis and P Wolfe, pp 13–41, Teachers College Press, New York
43. World Education Forum (WEF) (2000) The Dakar Framework for Action: Education for All, UNESCO, Paris