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DC Field | Value | Language |
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dc.contributor.author | Ludhra, G | - |
dc.contributor.author | Jones, D | - |
dc.date.accessioned | 2014-05-19T15:07:33Z | - |
dc.date.available | 2014-05-19T15:07:33Z | - |
dc.date.issued | 2008 | - |
dc.identifier.citation | English Teaching: Practice and Critique, 7(2), 56 - 70, 2008 | en_US |
dc.identifier.issn | 1175-8708 | - |
dc.identifier.uri | http://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=522&p=1 | en |
dc.identifier.uri | http://bura.brunel.ac.uk/handle/2438/8456 | - |
dc.description | Copyright @ 2008 the author. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License. | en_US |
dc.description.abstract | This school-based reflective narrative explores how one inner London primary school raised their awareness of the language needs of Advanced Bilingual Learners (ABL) through an emphasis on developing and celebrating pupils’ first language skills alongside English. It stresses the central role of the teacher in planning language learning environments which empower pupils to talk confidently in their first language without feeling marginalised. In this setting, no one language is viewed as being of a lower status than the other. This paper outlines the teacher’s role in crafting this process by building on pupils’ social and cultural experiences. It further highlights the role of senior management in developing a whole-school ethos which promotes linguistic and cultural diversity, where the identities of multilingual pupils are nurtured. Evidence was collected through participant observation work conducted over a one-year period. The study was predominantly focused within a Year Six classroom (pupils aged between 10-11 years) in a multicultural school where the majority of pupils had Punjabi as their first language. At the time of the study, the school operated within the support framework and principles of a DfES (Department for Education and Skills) National Pilot Project within the UK (2004-2006). The national project was designed to promote a heightened awareness of strategies to support ABL at Key Stage Two (pupils between 7-11 years). | en_US |
dc.language | English | - |
dc.language.iso | en | en_US |
dc.publisher | University of Waikato | en_US |
dc.subject | Advanced Bilingual Learner (ABL) | en_US |
dc.subject | Culture | en_US |
dc.subject | First language | en_US |
dc.subject | Identity | en_US |
dc.title | Conveying the "right" kind of message: Planning for the first language and culture within the primary classroom | en_US |
dc.type | Article | en_US |
pubs.organisational-data | /Brunel | - |
pubs.organisational-data | /Brunel/Brunel Active Staff | - |
pubs.organisational-data | /Brunel/Brunel Active Staff/School of Sport & Education | - |
pubs.organisational-data | /Brunel/Brunel Active Staff/School of Sport & Education/Education | - |
pubs.organisational-data | /Brunel/University Research Centres and Groups | - |
pubs.organisational-data | /Brunel/University Research Centres and Groups/School of Health Sciences and Social Care - URCs and Groups | - |
pubs.organisational-data | /Brunel/University Research Centres and Groups/School of Health Sciences and Social Care - URCs and Groups/Centre for Youth Work Studies | - |
Appears in Collections: | Education Publications Dept of Education Research Papers |
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Fulltext.pdf | 198.98 kB | Adobe PDF | View/Open |
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