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This quantity presents a global viewpoint on distinct schooling matters. there's restricted literature studying matters in targeted schooling from a global point of view, as such this quantity will upload significantly to the information base around the globe.
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Additional resources for Building bridges: multilingual resources for children
It is important that policy documents also show an awareness of the wider social reality for ethnic minority children. Issues which are frequently addressed include: Racial harassment What steps must a school take to prevent racist name-calling and other forms of racist abuse? Role models To what extent is the population which the school serves reflected in the staff? Are ethnic minority staff reserved to ancillary roles or are they well represented throughout the school? Ethnic monitoring What steps are being taken to ensure that the performance of different ethnic groups - and girls and boys - is being adequately monitored and what Page 30 measures are necessary when there is evidence that a particular group is underperforming?
In this view, English (or French, or Dutch or whatever the language of the dominant group) must be taught to the exclusion of all other languages and newcomers must accommodate to mainstream customs and expectations. But the continued presence of Polish-Americans, Italian-Americans, Irish-Americans and so on has challenged the myth of cultural homogeneity. While migrants are happy to learn new ways, they are naturally attached to their own languages and cultures. Their goal is to add the new language to their repertoire, not to shed the old one.
We offer a broad interpretation of 'resources', recognizing that bilingual children, teachers and other adults working in the classroom are by far the most important resource. And we address a number of practical questions: how can the use of children's home languages enhance their learning? In what ways do teachers set about bilingual storytelling and drama? How can groups and individual children be encouraged to use - and produce - audio and videocassettes? Drawing on examples of work in school, we make recommendations for effective practice.
Building bridges: multilingual resources for children by Multilingual Resources for Children