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Language Development and Social Integration of Students with English as an Additional Language (Cambridge Education Research) - Softcover
Synopsis
Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.
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About the Authors
Michael Evans is Emeritus Reader in Second Language Education at the University of Cambridge.
Claudia Schneider is Reader in Migration Studies at Anglia Ruskin University, Cambridge.
Madeleine Arnot is Emeritus Professor of Sociology of Education and co-founder of the Centre for the Study of Global Human Movement at the University of Cambridge.
Linda Fisher is Reader in Languages Education at the University of Cambridge.
Karen Forbes is a Lecturer in Second Language Education at the University of Cambridge.
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Language Development and Social Integration of Students With English As an Additional Language
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Language Development and Social Integration of Students with English as an Additional Language (Cambridge Education Research)
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Language Development and Social Integration of Students with English as an Additional Language (Paperback)
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Paperback. Condition: new. Paperback. Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools. Based on in-depth analyses of original empirical school data, this book discusses key ideas concerning the social and linguistic experiences of newcomer migrant students. It is aimed at policymakers, scholars, teachers and graduate students interested in English as an additional language, migration and education and second language development. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9781108737425
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Language Development and Social Integration of Students with English as an Additional Language
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Paperback. Condition: New. Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools. Seller Inventory # LU-9781108737425
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Language Development and Social Integration of Students with English as an Additional Language (Cambridge Education Research)
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Language Development and Social Integration of Students with English as an Additional Language (Cambridge Education Research)
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Language Development and Social Integration of Students with English as an Additional Language (Cambridge Education Research)
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