There is a changing trend in the cultural, racial and ethnic composition in the U.K, leading to an increase in the population of ‘linguistically and culturally diverse students’ to over a million (Naldic,…
hildren through formulation of teaching strategies that are effective in the improvement of academic competency of bilingual students’ as well as analysis of the policies that support bilingual education.
The observed school is located in Tower Hamlets in East London. The learning environment in the school is very approachable and welcoming. The observed year one classroom has 30 pupils aged five years with 10 bilingual learners from Mexico, Somalia, Poland, Bangladesh, Brazil and France, making for a widely diverse language and cultural environment. According to Ofsted, the performance of the school is good in terms of pupil achievement, behaviour, quality of teaching, quality of the curriculum pupil’s welfare, health and safety as well as leadership and management. The performance of bilingual pupils’ has improved steadily as they have achieved comprehension that is near that of mainstream children. To improve the performance, it is recommended that pupils be given work that challenges them and matches their level of ability (Ofsted, 2013).
Cummins’ 1986 empowerment theory analysis the learning trends of bilingual students’ exploring how status relations and power difference, minority language instruction, interdependence hypothesis, community and school liaison and power and status relationships impacts the school performance of minority groups. Cummins (1986) influence on teaching strategies and policy of bilingual education is arguably very effective in focusing on the education of the bilingual students in a holistic view as opposed to Conteh’s (2009) framework, that extensively focuses on integration of parents and the community. Cummins’ framework enhances the design of intervention to ensure the potential of revising the underachievement of most bilingual pupils’ by encouraging community and parent’s participation as well as collaboration of teachers in pedagogy (Delgado-Gaitan, 1991). According to Cummins, the aim of empowerment is ...
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The number of children joining schools in their early years, with English not their first language is increasing. All stakeholders in the educational sector work together to make learning for these children successful. It is often thought that bilingual children growing in English speaking countries live in two different worlds.
It is not uncommon to see foreign children in English schools learning the English language in addition to their first language from their home countries. The government has thus come up with a document to guide educators in helping such children. The “Rationale for Planning for Children Learning English as an additional language” (DCSF, 2008) recognizes the importance of children’s first language (L1) and that it can be used to aid them to learn English as an additional language (EAL) or any other language for that matter.
The processing of cognition has consequences that come about due to bilingualism or multilingualism. Therefore, all perennial questions concerning bilingualism revolve around the relationship and connection between two different languages in the same mind.
According to the paper the Rationale for Planning for Children Learning English as an additional language advocates that in planning for children who are learning English as an Additional Language, the following key principles must be observed: that bilingualism is an asset instead of a liability for children who know more than one other language other than their mother tongue or primary language.
According to the paper regardless of the side anyone ever takes, there is no denying that learning sign language offers a lot of benefits including getting new job opportunities and the opportunity to know more people and learn from their culture. More importantly, learning the language of deaf and hard of hearing may be the key to truly erasing the culture of discrimination that people have against the deaf.
206). This paper shall analyze community demographics and predict the form of diversity expected in the classroom. It shall identify cases which represent the diverse groups found within the community. The paper will research upon the social services and community resources available and institutional barriers anticipated so as to enhance the best possible learning.
According to the paper bilingual pupils have an acquaintance that they cannot articulate ideas in English. During a practice as a teacher in Tower Hamlets Primary School, it was noted that the teacher’s assignment is to tap into the pupils’ accessible comprehension and familiarize with it as the groundwork for their teaching strategies. Using bilingual pupils’ home language and cultural background in the teaching and learning atmosphere is a vital initial approach.
(NIDCD, 2000). Almost 20 percent of the U.S. states public school schools offer it under the speech, education, or communication disorder departments instead of a foreign language department (Kanda & Fleischer, 1988).
Many have been fighting to make it an