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.

The contributors to this volume explore the close relationship between education and the molding of modern immigrant societies through case studies of either Asian migrants or Asian immigrant societies. This volume will be especially useful for researchers, educators, and students intent on understanding some of the critical challenges faced by a globalizing world.

Quoting actual dialogue, the volume describes modes of speaking in three contemporary Hawaiian communities as children relate to parents, siblings, and peers. It demonstrates in detail the link to educational practice and to point to positive consequences in the handling of cultural differences in language use.

Language in academic settings, also referred to academic language, has gained attention in the field of second language learning owing to new understandings of the complexities of language inherent in learning academic content, and new efforts to assess English learners' language proficiency in the context of school learning. The concept of academic language as distinct from social language has been in the academic literature since the mid-1950s, and surfaced as a major construct in the field of bilingual education in the 1980s. Many readers will be familiar with the ideas of BICS and CALP, first introduced by Jim Cummins in the 1980s. This book presents a critique of academic language as a separable construct from social language, and introduces current research efforts to understand how English learners interact, interpret, and show understanding of language in academic contexts in ways that re-think and go beyond the distinction between social and academic language. The book is organized into three main sections, each with a range of chapters that consider how academic language plays into how children and youth learn academic content as emergent bilingual students in school settings. A Foreward and Afterward offer commentary on the book and its contents. The intended audience for this book is graduate students, teacher educators, and researchers interested in issues of language and content learning for English learners, the new mainstream of schools across the nation. There is something for a wide range of readers and students of second language acquisition in this volume.

The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. Every year, an increasing number of children enter the Early Years setting either new to English or with English as an additional language (EAL), which can be daunting, not just for the child but for the practitioner too. How can Early Years practitioners ensure that the right support is in place for the child and themselves? What practical ideas can be used successfully to enrich an EAL child's understanding of a new language, while, at the same time, allowing that child to bond with their peers? 50 Fantastic Ideas for Children with EAL is an invaluable resource to help integrate children with EAL into the classroom with fresh, exciting and engaging activities that are easy to resource, require little preparation and are fun to carry out. The activities include simple speak-and-repeat games, visual ideas to support learning new words and phrases and activities that evoke feelings of being at home, allowing the children to feel welcomed and part of the school's diverse community. Traditional games are also featured to help children with EAL play with their peers, as well as feel that they can contribute to the learning of others. Perfect for promoting inclusion and self-esteem, 50 Fantastic Ideas for Children with EAL is ideal for supporting children as they navigate the ups and downs of having English as an additional language.

The sociopolitical dimensions of English language teaching are central to the English language professional. These dimensions include language policies, cultural expectations, and the societal roles of languages. This book aims to present these issues to practicing and aspiring teachers in order to raise awareness of the sociopolitical nature of English language teaching.

As teachers everywhere find more and more students with limited English in their classes, many are asking: "How can I include ELL students in every aspect of the day?"

Beginning with designing a classroom that welcomes students and creates appropriate conditions for learning, Emelie Parker and Tess Pardini go on to detail a workshop format for reading, writing and content-area studies.

The workshop structure allows teachers to differentiate instruction to include all students, and affords students ample opportunities to collaborate with others as they learn to speak, read, write, and comprehend while also engaging in active learning of the curriculum. The authors provide numerous examples of ways that teachers can become proficient in knowing each child and orchestrating instruction to meet individual needs.

Throughout ""The Words Came Down "" oral language is emphasized in a continuum from teacher modeling and demonstration to situations in which student-to-student communication is essential. The authors show that when children's attempts at communicating are accepted and celebrated, they will learn to communicate with each other comfortably and spontaneously whether on the playground or working on a science experiment.

In addition, this helpful guide offers a variety of approaches to assessment, and demonstrates the importance of engaging families as partners in learning English and content.

The achievement, schooling, and the ethnic identities of Asian American students are among the core areas in the field of Asian American education, yet there is much that remains to be uncovered, verified, contradicted, and learned through sound research, especially as the Asian American population rapidly increases in size and in the diversification of its characteristics. The chapters in this book present cutting-edge work in these three areas and contain innovative perspectives, new qualitative and quantitative data, and discussions of the implications of findings for educational policies, practices, and programs. These chapters cover such specific topics as academic achievement gaps between Asian American and White students, contemporary school experiences of Southeast Asians and of undocumented Asian American students, perspectives on teaching immigrant and refugee students, and the development of ethnic identities. This work is authored by well-known higher education faculty as well as emerging scholars. Overall, this material represents a valuable, timely, and useful contribution to the literature on Asian Americans that will be of interest to faculty, administrators, policymakers, researchers, and students.

Since 1970 increasing percentages of Black students have enrolled in all types of private schools in diverse, though predominantly urban, regions of the nation. Since more than 90 percent of all Black students receive instruction in public schools, it is perhaps not surprising that researchers have paid scant attention to the educational status of the minority who have attended independently funded schools. The authors of this book present the first systematic treatment of the subject, looking at all aspects of the educational experiences of the Black children in private and parochial schools, and they explore the implications of private schooling for educational policy and future research. The editors' introduction provides an overview of the educational situation of Black children, focusing on the interface between the children, their families, and academic achievement in their schools. The organization of the volume reflects the diversity of private school types attended by Black children. Issues discussed are related to Black parent and student experiences in desegregated elite private schools, parochial schools, and predominantly Black private schools. The parental involvement in the schools is addressed as well as alternative types of organizational support systems for the Black students. Also discussed are the findings of recent research and information related to Educational Policy issues: research related to parental choice of private schooling, research on the racial coping strategies of parents of children in predominantly Black independent schools, educational policy issues and implications, for both private and public schools. The volume concludes with discussion oftheoretical and research issues associated with the policy implications of their experiences for both public and private education.

The past decade has witnessed a steady increase in the numbers of Asian students in North American institutions of higher learning. While their academic success has been widely recognized, concerns about their silence in classrooms have also been expressed by educators. Following an overview of Asian students in North American higher education, this book presents a focused ethnographic study of twenty Asian graduate students enrolled in a major US university, exploring and describing Asian student's oral classroom participation modes across multiple factors.

Four major classroom communication patterns--total integration, conditional interaction, marginal participation, and silent observation--are identified among the participants and discussed across sociocultural, affective, cognitive, linguistic, and pedagogical/environmental factors. Also discussed are the Asian concepts of face saving, politeness, and social identity in multiple discourse communities in light of Asian students' perceptions of and modes in classroom participation. The book concludes with a call for the development of cultural transformation competence, which encompasses social identity negotiation skills, and culture-sensitivity knowledge and mindful reflexivity in addition to communicative competence.

Dual language education is a programme that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the programme and discusses major implementation issues. Research finding summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.

'Bilingual Education: A Dialogue With The Bakhtin Circle' is the first book to make a connection between bilingual education and the theories of the Bakhtin Circle. The analysis is focused on language as a social entity from the perspective of Bakhtinian dialogic existence. The author includes a discussion of critical / radical pedagogy connected to Paulo Freire's dialogic pedagogy. Also addressed are the major laws and policies of bilingual education in the U.S. and the current debate involving English-only versus English-plus instruction.

* A one-top-shop highlighting the key debates in the field. Sign-posts students to the most important articles in the area - makes undertaking research and writing easier. * Supports the in-depth work all student teachers are required to undertake to achieve masters level credits on PGCE courses. * Succint chapters fully supported by pedagogical features mean you can dip in and out of this book as time allows - ideal for seminar discussion work. * facilitates readers to form their own personal ideas about language education.

Exclusion and miseducation of black children from schools is endemic in the US and UK. This book takes a long, hard look at the two countries and uncovers what they can learn from each other in their approaches to tackling this problem. The material in the book is the result of extensive work with educators, researchers and scholars working in the area of education and disaffection in the US and the UK.
Richard Majors and his contributors are at the vanguard of research into this topic and this book is one of the most important titles published on the education of black children in recent times.
Gathering together the issues and looking at real-world approaches, this book does not simply advance the debate: it tables some serious solutions to serious problems.
This is a ground-breaking book based on cutting-edge research from writers and experts recognised the world over for their expertise. People will take note of what this book has to say.

Exclusion and miseducation of black children from schools is endemic in the US and UK. This book takes a long, hard look at the two countries and uncovers what they can learn from each other in their approaches to tackling this problem. The material in the book is the result of extensive work with educators, researchers and scholars working in the area of education and disaffection in the US and the UK.
Richard Majors and his contributors are at the vanguard of research into this topic and this book is one of the most important titles published on the education of black children in recent times.
Gathering together the issues and looking at real-world approaches, this book does not simply advance the debate: it tables some serious solutions to serious problems.
This is a ground-breaking book based on cutting-edge research from writers and experts recognised the world over for their expertise. People will take note of what this book has to say.

This text provides a description and analysis of play and its use in helping young children to reach their potential. It is aimed at professionals working with young children with special educational needs and from a range of cultural and linguistic backgrounds.;The authors have sought to make sense of play from theoretical and practical sources to promote an interactive perspective. Included in the book is the authors' model of Play Based Assessment, a framework that can be used to assess and mediate children's learning and development.

"International Perspectives on Intercultural Education" offers a comprehensive analysis of intercultural education activity as it is practiced in the countries of Australia, New Zealand, Malaysia, the Netherlands, Romania, Spain, England, South Africa, Ghana, Nigeria, the United States, Canada, and Mexico. Chapters by key scholars and practitioners from these nations inform the reader of current educational practice related to diversity. Each author, responding to a common series of guiding questions, presents:
*a brief description of the national educational system in her or his country;
*descriptive data on demographics in these countries, including data on various subgroups and subcultures and their experiences with the mainstream educational system;
* a discussion of the perceived obstacles to addressing intercultural issues in schools and solutions to overcoming these obstacles; and
*a comprehensive analysis of intercultural information on how teacher preparation institutions address intercultural education at the present time.
An overall concern of each chapter author is how intercultural approaches can be employed to solve the difficulties faced by both individuals and schools while maintaining the cultural integrity of the child.

This book is a comprehensive and thorough introduction to children's and young adult literature in English language education. Reading is promoted as central to language education in order to experience perspectives from around the world, and the book demonstrates the many opportunities for teaching with compelling story, encouraging an active and engaged community of second language readers through challenging picturebooks, motivating graphic novels, dynamic plays, enchanting verse novels and compelling young adult fiction. Using many examples of literary texts that are well suited to the primary or secondary classroom, the book focuses on the advantages of deep reading and the vital importance of in-depth learning. In-depth learning is an approach that involves the students as motivated participants, working collaboratively and with empathy while preparing for and confronting the challenges of the 21st century. Illustrating the approach with a Deep Reading Framework based in research and theory, Janice Bland guides the reader to discover and learn how to make use of literary texts in a way that challenges students to become involved in interculturality, creativity and critical literacy. Throughout the book the emphasis is on an approach that puts the reader and language learner in the centre - not a study of literature but a study of how readers learn through compelling story.

"Education Reform and Social Change" is about addressing and changing the structures, policies, and practices of schools that differentially advantage white, middle class, native English speakers over students of color for whom English may be a second or additional language. It is also about helping people to think critically about what it is schools do and to consider more democratic, participatory, and equitable approaches.
The chapters in the text provide first-hand documentation of the voices, struggles, and visions of students, parent activists, advocates, attorneys, and educators involved in educational and social change processes. It chronicles real-life efforts of people challenging the status quo and working to build a more participatory, equitable, and transformative future.
The goal of this book is twofold: first, to consider the structures, policies, and practices that shape and limit educational change, and learning and teaching; and second, to document grassroots collaborative and creative efforts to change them. It offers a critical framework both for conceptualizing and for actualizing educational change.
Organized into four sections, this book provides a theoretical and practical framework for thinking about educational reform and social change -- one that moves from the broader structural concerns that are embedded in policy, to case studies that document activism and collaborative efforts to change school, city, and state policies, to classroom-based directions and initiatives, and to the construction of personal and collective visions for a more democratic, equitable, and just education. Each section includes an overview of the chapters, necessary background information to help the reader contextualize what follows, and guiding questions to encourage reflective thought and engagement with the text and to invite personal linkages. Two resource sections are included at the end of the volume: "Radical Educational Reform, Critical Pedagogy, and Multicultural Education: Selected Readings and Resources" and "National Organization Networks and Resources with a Critical Perspective."

Research Design and Methodology in Studies on Second Language Tense and Aspect provides an up-to-date review of past and current methodologies for the study of the L2 acquisition of tense and aspect. More specifically, the book addresses the following issues related to the design of studies for research in tense and aspect: Theoretical frameworks (e.g., Are research questions investigated within one theoretical approach incompatible with other approaches?) Elicitation procedures (Do different types of tasks elicit different types of tense-aspect data?) Coding of data (e.g. How are lexical categories defined and coded?) Data analysis (e.g., What statistical tests are more appropriate to analyze language data?) The volume provides new insights into the study of L2 tense-aspect by bringing together well renowned scholars with experience in the research design of research this area of the field.

Empowered solutions to close the achievement gap start here! This original, solution-oriented guide for school leaders helps to serve children of color, children from low-income families, and other marginalized student groups. Practical implementation strategies and tools assist school leaders to methodically tackle the challenges of equity-driven reform and: Understand the root cause of the racial-achievement gap Take concrete actions to transform the educational process Use daily, real-time data to determine effective teaching and learning practices Includes reflective-discussion questions and case studies. Accelerate the achievement of underserved students with this transformative book!

In French Immersion Ideologies in Canada , Sylvie Roy gives voices to people on their experiences related to French immersion programs in Alberta, Canada. Using a sociolinguistics for change approach, she interprets questions related to language ideologies. She examines reasons people learn French as an additional language and why some students are asked to learn English first. She also reflects on what it means to become or to be bilingual or multilingual in the global world. Roy discusses teachers and learners' linguistic and cultural practices and examines transculturality for the future. By questioning concepts taken from participants' discourses, this book explores an understanding of how power is reproduced, who is marginalized in the process, and what can be done to deconstruct ideologies about learning and teaching French in Canada and in the world. Roy demonstrates complex issues related to French and the consequences for learners, parents, teachers and administrators.