Literaturnachweis - Detailanzeige
Autor/in | Bourne, Jill |
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Titel | Doing "What Comes Naturally": How the Discourses and Routines of Teachers' Practice Constrain Opportunities for Bilingual Support in UK Primary Schools. |
Quelle | In: Language and Education, 15 (2001) 4, S.250-68Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0950-0782 |
Schlagwörter | Bilingual Education; Classroom Techniques; Elementary Education; Foreign Countries; Metalinguistics; Second Language Instruction; Second Language Learning; Teaching Styles; United Kingdom |
Abstract | Argues that to understand why bilingual support operates as it does in classrooms in the United Kingdom, it has to be seen in the context of the parameters it is allowed by institutionally constructed discourses and classroom routines of mainstream teachers' practice. Suggests that to design effective forms of bilingual support, there is a need to intervene in the reconstruction of the discourse of good practice in mainstream classroom teaching. (Author/VWL) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |