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Counting Them In
Isolated Bilingual Learners in Schools
Isolated bilingual learners form part of a continuum of bilingual learners. Their home language may be spoken by the majority of their peers, or many of them. Or they may be the only children speaking their language in the school, district or even country. They may be the only ethnic minority children, or the only unaccompanied children seeking asylum. They may be in schools which have no bilingual or ethnic minority staff. And if they are in that position it is likely that their families face similar isolation in their neighborhoods.
Using case studies from a rural area of the UK, the book describes proven good practice in: working with the education authority on building capacity; developing the role of specialist teaching assistants; tackling racism; involving parents in the life of the school; initial assessment; and inclusive strategies for special educational needs.
The book will be essential for managers, pre-schools and the many schools and colleges who have only a few bilingual children.
Contributors Sarah Coles, Kamaljit Dulai, Anwen Foy, Judith Howard, Lisa Kalim and Jenny May are all members of the Hampshire Ethnic Minority and Travellers Achievement Service.
Thanks; Preface; 1) Isolated Bilingual Learners—Liz Statham; 2) Building Capacity Across the Authority—Liz Statham; 3) Professional Development and the Developing Role of Teaching Assistants in Relation to Isolated EAL Learners—Anwen Foy; 4) Assessing Isolated Bilingual Learners—Judith Howard; 5) Inclusive Strategies for Teaching Bilingual Learners with SEN in Mainstream Schools—Lisa Kalm and Jenny May; 6) Working in Partnership with Parents—Kamaljit Dulai; 7) Valuing People: Reaching Isolated Ethnic Minority People with Learning Disabilities and Their Families—Dominique Rawlings; 8) Pupils’ Experience of Racism—Sarah Coles; Appendix 1: The Questionnaire on Racism; Glossary; References; Index.