Inclusive Practice? Supporting Isolated Bilingual Learners in a Mainstream School

Autor/inn/en	Grieve, Ann M.; Haining, Irene
Titel	Inclusive Practice? Supporting Isolated Bilingual Learners in a Mainstream School
Quelle	In: International Journal of Inclusive Education, 15 (2011) 7, S.763-774 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Action Research; Monolingualism; Foreign Countries; Educational Experience; Bilingualism; Bilingual Students; Scaffolding (Teaching Technique); Journal Writing; Interviews; Social Isolation; Mainstreaming; Inclusion; English (Second Language); Second Language Learning; Educational Practices; Educational Opportunities; Parent Participation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Bildungserfahrung; Bilingualismus; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Soziale Isolation; Inklusion; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungspraxis; Bildungsangebot; Bildungschance; Elternmitwirkung
Abstract	This paper is based on action research carried out in a primary school in Scotland where few bilingual learners shared their home language with classmates or staff. It investigated the educational experiences of bilingual children in the early stages of primary school, in which there were often practical difficulties supporting isolated learners in using their home language in school. It tracked a cohort of isolated bilingual learners over a period of two years and considered how theories of support for bilingual learners can be applied to isolated learners. It identified two themes: support for new arrivals who are at the early stage of acquisition of English and how monolingual schools can show that they value home languages and promote bilingual skills. The research reveals techniques for tackling the very real social issue of bilingual learners in monolingual classrooms, a topic of currency in today's climate. It engages with concepts of pupil difference, practices of social justice and inclusion, as well as consideration of a quality curriculum for all students. The study reflects on practical arrangements for new arrivals, working with parents unfamiliar with the education system and creating opportunities for pupils to use and share their home language within school. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10