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ERIC Number: EJ934831
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1360-3116
Inclusive Practice? Supporting Isolated Bilingual Learners in a Mainstream School
Grieve, Ann M.; Haining, Irene
International Journal of Inclusive Education, v15 n7 p763-774 2011
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.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)