Language Policy Across the CurriculumMultilingual Matters, 1990 - 306 páginas Language policies across the curriculum (LPAC) identify areas where first, second or foreign language problems exist for the school and propose firm working solutions to those problems. This book provides language policies in action and a knowledge base for those addressing the language issues and problems of schools in pluralist modern societies. |
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Página 36
... especially if there are other indicators that reinforce teacher prejudices ( such as children's dislike of schoolwork , lack of parental interest in the school , or evidence of disadvantage in the children's dress or appearance ) ...
... especially if there are other indicators that reinforce teacher prejudices ( such as children's dislike of schoolwork , lack of parental interest in the school , or evidence of disadvantage in the children's dress or appearance ) ...
Página 182
... especially when the SL teacher is seen as a full and equal colleague and not as a mere aid to the classroom teacher . ( 3 ) paired teaching : with SL teachers teamed with class teachers to plan , implement and evaluate programmes . Both ...
... especially when the SL teacher is seen as a full and equal colleague and not as a mere aid to the classroom teacher . ( 3 ) paired teaching : with SL teachers teamed with class teachers to plan , implement and evaluate programmes . Both ...
Página 185
... especially one who is not on the permanent staff of the school , or who find collaboration with an SLT colleague to be a difficult exercise . SL teachers themselves may need to be diplomatic to gain access to some classrooms : for ...
... especially one who is not on the permanent staff of the school , or who find collaboration with an SLT colleague to be a difficult exercise . SL teachers themselves may need to be diplomatic to gain access to some classrooms : for ...
Conteúdo
LANGUAGE POLICY ACROSS THE CURRICULUM | 1 |
Language planning | 13 |
FACT GATHERING FOR LANGUAGE POLICIES | 21 |
Direitos autorais | |
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Termos e frases comuns
ability academic achievement activities aims allow approach areas aspects assessment attitudes Australia awareness backgrounds become bilingual bilingual education Chapter classroom competence context countries critical cultural curriculum discourse discussion early effects English evidence example experience foreign language functions give groups ideas important individual instruction interaction interests involves issues kind knowledge language policy learners learning less linguistic LPAC majority Maori matters means methods minority language mother tongue necessary offer oral organisation parents participation planning possible practices present primary problems proficiency programmes promote pupils questions range reading reasons receive reference responsibility role second language secondary situation skills social societies speakers speaking staff Stage status structures studies suggests talk task teachers teaching tests things understanding variety writing