Inclusive practice? Supporting isolated bilingual learners in a mainstream school
Grieve, A. M. and Haining, I. (2011) Inclusive practice? Supporting isolated bilingual learners in a mainstream school. International Journal of Inclusive Education, 15 (7). pp. 763-774. ISSN 1360-3116
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Abstract This article describes research which explored the development of bilingual learners as confident individuals and successful learners in a school where few children and no school staff shared their home language. Action research was carried out in two stages; to discover first how the pupils responded in an English-only environment and second, how the school could demonstrate that it valued home languages and promote bilingual skills. Traditionally it is accepted that bilingual pupils are best supported in a community to help maintain the home language and culture. This paper argues that if the school accepts bilingualism as a right and a resource, then with appropriate pedagogy, isolated learners can still be confident individuals and successful learners. The research suggests that the features which made pupils 'isolated learners' open the door to a genuine level of social capital that can sometimes be denied to minority groups.
| Author(s): | Grieve, A. M. and Haining, I. | Item type: | Article |
|---|---|
| ID code: | 27480 |
| Keywords: | bilingual learners, learning, languages, learning support, Special aspects of education, Education (General), Education |
| Subjects: | Education > Special aspects of education Education > Education (General) |
| Department: | Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education |
| Depositing user: | Dr Ann Grieve |
| Date deposited: | 03 Nov 2010 15:13 |
| Last modified: | 03 Jan 2019 12:38 |
| Related URLs: | |
| URI: | https://strathprints.strath.ac.uk/id/eprint/27480 |
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