Bilingualism and inclusion: more than just rhetoric?

Cable, Caroline; Eyres, Ian and Collins, Janet (2006). Bilingualism and inclusion: more than just rhetoric? Support for Learning, 21(3) pp. 129–134.

DOI: https://doi.org/10.1111/j.1467-9604.2006.00418.x

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.

Viewing alternatives

Metrics

Item Actions

Export

You can export this page using these formats Digital Object Identifier - DOI

About

• Item ORO ID
• 6428
• Item Type
• Journal Item
• ISSN
• 0268-2141
• Keywords
• Bilingualism; bilingual assistants and inclusion; language.
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
• Research Group
• Education
• Copyright Holders
• © 2006 nasen
• Depositing User
• Carrie Cable