By Mahendra K. Verma, Karen P. Corrigan, Sally Firth

ISBN-10: 0585199477

ISBN-13: 9780585199474

ISBN-10: 1853592935

ISBN-13: 9781853592935

This e-book specializes in the first college schooling of bilingual kids in Britain. themes mentioned comprise: pedagogical concerns - equivalent to interpreting kid's spoken and written English; sensible issues - reminiscent of assisting young children quiet down in a brand new surroundings; and concerns in relation to the nationwide Curriculum - corresponding to review and useful feedback.

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Additional resources for Working With Bilingual Children: Good Practice in the Primary Classroom (Bilingual Education and Bilingualism, No 6)

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Lines 9-10). Part of the increased level of linguistic demand made on speakers in context-reduced situations may arise from the need to shape and organise longer stretches of discourse. The teachers, therefore, analysed their transcripts in terms of particular linguistic items used by their pupils in organising and sequencing facts and events. Analysis shows that time and time-sequence were significant for reporting the activity. In terms of organisation, therefore, the children had to be able to handle past tenses and to select and use appropriate ways of marking chronological sequence.

These tasks had been found to be less linguistically demanding than open-ended tasks, and helpful in giving access to the curriculum to early developing-bilingual pupils (Primary ESL, 1990a & b). Analysis of the boat-building activity chosen by the teachers in the gingerbread man activity seems to show that it was less 'closed' than the examples given above. However, although it was not repetitive in the same way, since the teachers allowed choice for the children to take their own path to the final objective, it is possible to identify features which may have been influenced by the demands and structure of the activity.

Page 11 Did they use identifiable strategies to gain access to understanding? If so, what were they? Because of the degree of linguistic demand made in listening to and interpreting the discourse, teachers were asked to note the extent to which they themselves tended towards a context-embedded form of communication during this stage, even though they were working with fluent speakers of English. In all 12 studies it had been agreed that this stage would incorporate a set of instructions which would be carried out by the children later, in stage 2.

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Working With Bilingual Children: Good Practice in the Primary Classroom (Bilingual Education and Bilingualism, No 6) by Mahendra K. Verma, Karen P. Corrigan, Sally Firth


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