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eBook Mainstreaming ESL: Case-Studies in Integrating ESL Students into Mainstream Curriculum (Applications in French Linguistics) ePub

eBook Mainstreaming ESL: Case-Studies in Integrating ESL Students into Mainstream Curriculum (Applications in French Linguistics) ePub

by John Clegg

  • ISBN: 1853593486
  • Category: Schools and Teaching
  • Subcategory: Education
  • Author: John Clegg
  • Language: English
  • Publisher: Multilingual Matters (October 29, 1996)
  • Pages: 256
  • ePub book: 1704 kb
  • Fb2 book: 1743 kb
  • Other: mbr lit txt mobi
  • Rating: 4.9
  • Votes: 686

Description

3. Mainstreaming in educationUnited StatesCase studies.

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Includes bibliographical references.

Clevedon ; Bristol, PA, USA : Multilingual Matters. Includes bibliographical references.

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In each example, ESL students were successfully integrated into a mainstream classroom. Request the book from your university library or read it online at Google Books.

In K. Johnson (E., Case studies in teacher education (pp. 51– 69). Alexandria, VA: TESOL.

Clevedon, UK: Multilingual Matters. In L. Moll (E., Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 89– 110). New York: Cambridge University Press. Cocking R. & Mestre J. P. (Ed. In K. Kaufman . & Grennon Brooks J. 1996 Interdisicplinary collaboration in teacher education: A constructivist approach.

In many parts of the world, language minority children are educated through a second language. In these contexts, it has often been thought appropriate to teach such children separately until they are fluent enough in the medium of instruction to join in mainstream schooling. More recent experience and research shows that it is both socially more just and educationally more effective to integrate language minority pupils into mainstream education as early as possible. In this book, ESL and mainstream teachers from primary and secondary schools in Australia, Canada, the USA and the United Kingdom, describe how they go about 'mainstreaming'. Well-supplied with examples of teaching materials and pupils' work, their narratives are practical and detailed. At the same time they raise vital questions of school policy which the whole school community must address when launching initiatives of this kind. This book will be of very practical use to ESL and mainstream teachers, as well as to principals, advisers and those at all levels of the education service who work in multilingual communities. It will also serve as a handbook for teacher-educators and student teachers of any subject who are preparing to work in linguistically diverse classrooms.