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Remedial or radical? Second language support for curriculum learning

Bourne, Jill (2003) Remedial or radical? Second language support for curriculum learning In, Bourne, Jill and Reid, Euan (eds.) Language Education. London, UK, KoganPage/RoutledgeFalmer pp. 21-34. (World Yearbook of Education, 2003).

Record type: Book Section

Abstract

The presence of second language learners is becoming the norm across school systems as a result of globalisation. The chapter considers whether in making provision for second language learners in mainstream schools the emphasis should be on setting up remedial programmes for them, or alternatively, a more radical programme which entails a reappraisal of mainstream concepts of 'good practice' and of the accepted role of the class or subject teacher. Drawing on a range of international examples, it considers the theory and practice of second language learning over the past two decades and makes recommendations for teacher training. It outlines the ways in which second language learners can be given access to the school curriculum and to the academic language through which it is constructed, and argues for the need to develop new forms of bilingual support for learning which are open to students' own everyday forms of bilingual language use.

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More information

Published date: 2003
Keywords: language education, second language learning, bilingual learners, pedagogy

Identifiers

Local EPrints ID: 11244
URI: http://eprints.soton.ac.uk/id/eprint/11244
ISBN: 0749436131
PURE UUID: 893baffc-3b4f-47c4-badf-5035e28861c6

Catalogue record

Date deposited: 05 Nov 2004
Last modified: 17 Jul 2017 17:04

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Contributors

Author: Jill Bourne
Editor: Jill Bourne
Editor: Euan Reid

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