Full Description
With its stories of individual learners and teachers in a wide range of contexts, this book offers radical new thinking about mainstream and community education in Britain. It argues for theoretical frameworks and a model of pedagogy and terminology that properly reflect the ways in which children's achievements in mainstream school are fed by all their learning experiences in different contexts, and in all the languages in their repertoire. This gives the book international relevance.The editors, all experienced teachers and researchers in community settings, present an overview of the current situation and propose theoretical and pedagogical frameworks to move discussion forward. Individual case studies bring to life how it feels to be a teacher or learner in such contexts.The contributors are Olga Barradas, Arvind Bhatt, Nirmala Bhojani, Yangguang Chen, Jean Conteh, Angela Creese, Peter Martin, Leena Helavaara Robertson and Raymonde Sneddon. The concluding chapter by Jill Bourne draws the themes together and opens out the possibilities for the future." Multilingual Learning" is for researchers, teachers, teacher-educators, and those concerned with policy and pedagogy which provides pupils with opportunities to learn in the full range of languages they have at their disposal. It indicates possibilities for positive links between mainstream school and community learning contexts, and for future research, policy and practice.
Contents
CONTENTSin Britain: Issues and debates; 2. Learning in three languages in home and community; 3. The story of bilingual children learning to read; 4. Contributing to success: Chinese parents and the community school; 5. Learning Portuguese: A tale of two worlds; 6. Multilingual learning stories in two Gujarati complementary schools in Leicester; 7. Culture, languages and learning: Mediating a bilingual approach in complementary Saturday classes; 8. Reflections and suggestions for ways forward; References; Index.
