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ERIC Number: EJ843475
Record Type: Journal
Publication Date: 2006-Dec
Pages: 5
Abstractor: ERIC
Reference Count: 16
ISSN: ISSN-0005-3503
The Biliteracy Challenge: Reading between the Lines
Warnod, Helen
Babel, v41 n2 p27-29, 35, 38 Dec 2006
This article describes how recent trends in improving literacy outcomes in the early years of schooling have provided the opportunity for Camberwell Primary School to identify the "best practice" that promotes high levels of achievement in English literacy and transfer this learning and knowledge to the French literacy program. The linguistic progress of students has been enhanced by a whole-school approach to literacy in both languages. Strong student progress in Camberwell's French literacy program is stimulating and highlights the rewards of attending to the factors for an effective school. Expectations are that in the near future all students will be independent readers in the French language before they leave for the secondary setting.
Australian Federation of Modern Language Teachers Associations. Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia. Tel: +61-29351-2022; e-mail:; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A