Multi-Lingual, but Not Making It in International Schools

Autor/in	Kusuma-Powell, Ochan
Titel	Multi-Lingual, but Not Making It in International Schools
Quelle	In: Journal of Research in International Education, 3 (2004) 2, S.157-172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240904044385
Schlagwörter	International Schools; Academic Achievement; Multilingualism; Cognitive Development; Bilingualism; Verbal Ability; Cognitive Processes; Memory; Writing Difficulties; Reading Difficulties; Case Studies; Curriculum; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Schulleistung; Mehrsprachigkeit; Multilingualismus; Kognitive Entwicklung; Bilingualismus; Mündliche Leistung; Cognitive process; Kognitiver Prozess; Gedächtnis; Schreibstörung; Reading difficulty; Leseschwierigkeit; Case study; Fallstudie; Case Study; Curricula; Lehrplan; Rahmenplan; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	International schools are increasingly identifying Functionally Multi-Lingual children in their student populations. These students, bilingual or multilingual at surface levels of conversation, have not established academic competence in any single language. In many cases, the teacher may assume that another, more robust language exists, when in fact English is the child's most highly developed language. These children experience difficulty with verbal cognitive development and often demonstrate other issues with learning, including problems with organization and memory, and difficulties in learning to read or in the production of written expression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10