Assessing the Needs of Bilingual Pupils

Informationen zum Autor Deryn Hall is Key Stage 3 Literacy Consultant for the Borough of Tower Hamlets, with experience in a variety of settings and is an experienced INSET provider. Dominic Griffiths is Secondary Phase Coordinator for Tameside LEA Learning Support Service, with many years teaching experience across primary and secondary in both mainstream and special settings. Liz Haslam has over 20 years' experience in the field of EAL and now works cross-phase as advisory teacher for Isolated Bilingual Learners in Tameside. Yvonne Wilkin is a consultant for Ethnic Minority Achievement in Tameside, with over 25 years' teaching experience in the field of SEN and EAL. Klappentext Ever since its publication in 1995, this book has offered a means for teachers to consider why some bilingual pupils in their classrooms are not making learning progress or are academically underachieving. This new second edition has been revised and updated in the light of the new government legislation and guidance, most significantly the revised Code of Practice for Special Educational Needs.It continues to look at ways of asking questions about the pupil, of collecting evidence of both learning and language development and of offering support within the classroom. It contains a model and photocopiable proformas for use within schools, which should help to establish clear systems of identification of those bilingual pupils who may have special learning needs and to distinguish these from the need for language support. Zusammenfassung Offering ways for teachers to consider why some bilingual pupils are not making progress or are academically underachieving, this book looks at ways of asking questions of the pupil and collecting evidence of learning and development. Inhaltsverzeichnis Chapter 1 Introduction; Chapter 2 Bilingual Pupils; Chapter 3 The Identification and Assessment of Bilingual Pupils Causing Concern; Chapter 4 Asking Questions; Chapter 5 Collecting the Evidence; Chapter 6 Planning Support; Chapter 7 School Systems; Chapter 8 Conclusions;...

Autorentext
Deryn Hall is Key Stage 3 Literacy Consultant for the Borough of Tower Hamlets, with experience in a variety of settings and is an experienced INSET provider. Dominic Griffiths is Secondary Phase Coordinator for Tameside LEA Learning Support Service, with many years teaching experience across primary and secondary in both mainstream and special settings. Liz Haslam has over 20 years' experience in the field of EAL and now works cross-phase as advisory teacher for Isolated Bilingual Learners in Tameside. Yvonne Wilkin is a consultant for Ethnic Minority Achievement in Tameside, with over 25 years' teaching experience in the field of SEN and EAL.

Klappentext

Ever since its publication in 1995, this book has offered a means for teachers to consider why some bilingual pupils in their classrooms are not making learning progress or are academically underachieving. This new second edition has been revised and updated in the light of the new government legislation and guidance, most significantly the revised Code of Practice for Special Educational Needs. It continues to look at ways of asking questions about the pupil, of collecting evidence of both learning and language development and of offering support within the classroom. It contains a model and photocopiable proformas for use within schools, which should help to establish clear systems of identification of those bilingual pupils who may have special learning needs and to distinguish these from the need for language support.

Zusammenfassung
Offering ways for teachers to consider why some bilingual pupils are not making progress or are academically underachieving, this book looks at ways of asking questions of the pupil and collecting evidence of learning and development.

Inhalt
Chapter 1 Introduction; Chapter 2 Bilingual Pupils; Chapter 3 The Identification and Assessment of Bilingual Pupils Causing Concern; Chapter 4 Asking Questions; Chapter 5 Collecting the Evidence; Chapter 6 Planning Support; Chapter 7 School Systems; Chapter 8 Conclusions;