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- Teaching of specific groups & persons with special educational needs>
- Teaching of students with English as a second language (TESOL)
Is there one global culture of schooling, or many national and local cultures? Yet the cases also show that teachers and local reformers operate 'within and against' global models. Anthropologists need to recognize the global presence in local schooling as well as local transformation of global models.
An account and analysis of students' experiences of 'inclusion' in a girls' comprehensive school which looks at how governmental policy initiatives - on school improvement and SEN/inclusion - are translated into practice by the school, and at how this practice is lived and understood by the girls.
This longitudinal, ethnographic case study examines the language socialization experiences of Hari, a Punjabi-speaking English language learner integrated in a mainstream kindergarten classroom in an urban area of British Columbia, Canada.
By Liz Brooker
Traces the experiences of children from a poor inner-urban neighbourhood - half of them from Bangladeshi families - as they acquire the knowledge appropriate to their home culture and then take this knowledge to their reception class. This book shows how children succeed and fail from their early days at...
By Jim Cummins
This volume reviews the research and theory relating to instruction and assessment of bilingual pupils, focusing not only on issues of language learning and teaching but also the ways in which power relations in the wider society affect patterns of teacher-pupil interaction in the classroom.
Presents evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. This book focuses on children's learning for cultural diversity. It also includes real examples and staff activities.
Indigenous knowledges are the commonsense ideas and cultural knowledges of local peoples concerning the everyday realities of living. This collection of essays discusses indigenous knowledges and their implication for academic decolonization.