Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Didactics of languages --- Sociolinguistics --- anderstaligen --- tweetaligheid --- Education, Bilingual --- Minorities --- Social aspects. --- Education --- Enseignement bilingue --- Minorités --- Social aspects --- Aspect social --- Éducation --- 645.2 Tweetaligheid --- 734 Multicultureel onderwijs --- Ethnic minorities --- Foreign population --- Minority groups --- Persons --- Assimilation (Sociology) --- Discrimination --- Ethnic relations --- Majorities --- Plebiscite --- Race relations --- Segregation --- Bilingual education --- Bilingualism --- Multilingual education --- Education&delete& --- Education, Bilingual - Social aspects. --- Minorities - Education - Social aspects.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Over the past 40 years, Jim Cummins has originated theories which have had a profound effect on the education of multilingual learners across the world. In this book he traces the development of these theories, and addresses the critiques they have received and their subsequent impact on his thinking and the application of his theories in schools.

Multilingual education. --- Language and education. --- Linguistic minorities --- Education. --- Sociolinguistics --- Europe

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Research on teaching --- Sociolinguistics

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This two-volume handbook provides a comprehensive examination of policy, practice, research, and theory related to English language teaching (ELT) in international contexts. Nearly 70 chapters highlight the research foundation for the best practices, frameworks for policy decisions, and areas of consensus and controversy in the teaching and development of English as a second and/or additional language for kindergarten through to adult speakers of languages other than English. In doing so it problematizes traditional dichotomies and challenges the very terms that provide the traditional foundations of the field. A wide range of terms has been used to refer to the key players involved in the teaching and learning of the English language and to the enterprise of English language teaching as a whole. At various times and in different contexts, the following labels have been used in countries where English is the dominant language to describe programs, learners, or teachers of Enghsh: English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), and English language learners (ELL). In contexts where EngUsh is not the dominant language, the following terms have been used: English as a foreign language (EFL), English as an international language (EIL), and English as a lingua franca (ELF).

English language --- Study and teaching --- Foreign speakers. --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Foreign students --- Language and languages. --- Educational tests and measuremen. --- Language Education. --- Assessment, Testing and Evaluation. --- Educational tests and measurements. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Rating of --- Language and education. --- Assessment. --- Educational linguistics --- Education --- Language and languages

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

International Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.

Language and languages --- Education, Bilingual. --- English language --- International education. --- Global education --- Education --- Intellectual cooperation --- Internationalism --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Bilingual education --- Bilingualism --- Multilingual education --- Bilingual method (Language teaching) --- Education, Bilingual --- Languages, Modern --- Study and teaching --- Bilingual method. --- Foreign speakers. --- Foreign students --- International education --- Bilingual method --- Foreign speakers --- Germanic languages --- Language and languages - Study and teaching - Bilingual method --- English language - Study and teaching - Foreign speakers