Equal Rights to the Curriculum: Many Languages, One Message

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Multilingual Matters, May 21, 2008 - Language Arts & Disciplines - 200 pages

The parents of second language children are often seen but not heard in schools. This book is unique in addressing the many issues facing parents of children whose first language is different from that of the school classroom.

Drawing on teaching theory, the book provides these parents with a wealth of practical information, guidelines and checklists, enabling them to ask schools intelligent and challenging questions to test whether their children’s linguistic diversity is really being properly catered for.

The theory review and best practice guidelines should be of value also to teacher trainers, teachers, administrators and policy makers. They provide an accurate analysis of important issues together with pragmatic pointers towards improving educational practice so that all children growing up in a school’s multicultural society will be guaranteed what they deserve: Equal Rights to the Curriculum.

 

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Contents

II
x
III
x
IV
1
V
2
VI
3
VIII
4
IX
5
X
8
XXXIV
59
XXXV
63
XXXVI
66
XXXVIII
72
XXXIX
73
XL
75
XLI
76
XLIII
77

XI
9
XIII
11
XIV
14
XVI
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XVII
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XVIII
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XIX
24
XXI
33
XXII
35
XXIV
37
XXV
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XXVI
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XXVII
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XXVIII
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XXIX
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XXX
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XXXI
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XXXII
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XXXIII
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XLV
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XLVI
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XLVII
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XLVIII
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L
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LI
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LIII
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LIV
95
LVI
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LVII
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LVIII
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LIX
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LX
133
LXI
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LXII
159
LXIII
162
LXIV
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Copyright

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Page 13 - These characteristics reflect the extent to which: 1. minority students' language and culture are incorporated into the school program; 2. minority community participation is encouraged as an integral component of children's education; 3. the pedagogy promotes intrinsic motivation on the part of students to use language actively in order to generate their own knowledge; and 4. professionals involved in assessment become advocates for minority students by focusing primarily on the ways in which \...
Page ii - Butler (eds) For more details of these or any other of our publications, please contact: Channel View Publications, Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, England http://www.channelviewpublications.com Series Editors Chris Cooper (University of Queensland, Australia), C.
Page ii - Oiler and Rebecca E. Eilers (eds) Phonological Development in Specific Contexts: Studies of Chinese-Speaking Children Zhu Hua Bilingual Children's Language and Literacy Development Roger Barnard and Ted Glynn (eds) Developing in Two Languages: Korean Children in America Sarah J. Shin Three is a Crowd?

About the author (2008)

Eithne Gallagher is recognised as an authority in the field of ESL in International Education. She has worked in International Education for over twenty years and has taught English as a foreign language, French as a foreign language and ESL at both primary and secondary levels. Presently Eithne works as an ESL teacher in the Elementary department of Marymount International School Rome. She has been chair of the European Council of International Schools (ECIS) ESL & Mother-tongue committee, is a regular presenter at International School conferences and has delivered workshops and lectures for teachers and administrators across Europe. Her writings on ESL & Mother-tongue issues have been published in the International Schools Journal and Magazine. Eithne is the mother of three bilingual children and lives with her family on a hilltop outside Rome.

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