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

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.

Creators(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:01 Jan 2021 09:33
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URI:https://strathprints.strath.ac.uk/id/eprint/27480
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