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ERIC Number: EJ639363
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0950-0782
Doing "What Comes Naturally": How the Discourses and Routines of Teachers' Practice Constrain Opportunities for Bilingual Support in UK Primary Schools.
Bourne, Jill
Language and Education, v15 n4 p250-68 2001
Argues that to understand why bilingual support operates as it does in classrooms in the United Kingdom, it has to be seen in the context of the parameters it is allowed by institutionally constructed discourses and classroom routines of mainstream teachers' practice. Suggests that to design effective forms of bilingual support, there is a need to intervene in the reconstruction of the discourse of good practice in mainstream classroom teaching. (Author/VWL)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom