Cable, Caroline; Eyres, Ian and Collins, Janet
(2006).
| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1111/j.1467-9604.2006.00418.x |
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| Google Scholar: | Look up in Google Scholar |
Abstract
Within education policy in England the principle of inclusion has been established as a goal and a factor on which improvements in overall standards are seen to depend. Prominent within the drive to raise standards has been a demonstrable need to improve the National Curriculum attainment of members of certain minority ethnic groups, some of which are characteristically bilingual. In the context of education in England, this paper explores the relationship between bilingualism and inclusion, examining, on the one hand official attitudes to bilingualism, and bilingual support as expressed in the publications of the Department for Education and Skills (DfES) and Office for Standards in Education (OFSTED) and on the other on the reflections of a number of bilingual teaching assistants.
| Item Type: | Journal Article |
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| Copyright Holders: | 2006 nasen |
| ISSN: | 0268-2141 |
| Keywords: | Bilingualism; bilingual assistants and inclusion; language. |
| Academic Unit/Department: | Education and Language Studies > Education Education and Language Studies > Childhood, Development and Learning |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 6428 |
| Depositing User: | Caroline Cable |
| Date Deposited: | 24 Jan 2007 |
| Last Modified: | 23 Oct 2012 10:56 |
| URI: | http://oro.open.ac.uk/id/eprint/6428 |
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