Use of Language Across the Secondary Curriculum

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Other editions. Enlarge cover. Error rating book. Refresh and try again. Open Preview See a Problem? Details if other :. Thanks for telling us about the problem. Return to Book Page. Educational policy is becoming more concerned with the need to ensure that people leave school or college fully literate.

We need good oral communicators in the workplace, and being able to understand and respond to different kinds of language is vital in today's society. Included here is a detailed and highly readable account of the ways in which language affects ev Educational policy is becoming more concerned with the need to ensure that people leave school or college fully literate.

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Included here is a detailed and highly readable account of the ways in which language affects every aspect of study - it crosses all subject boundaries, yet it is commonly seen as the sole responsibility of the English teacher to manage this area of the curriculum. The first section of the book looks at the ideology behind language, while the second section considers how schools and local authorities have tackled improving levels of literacy.

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The third section is concerned with practical advice on how to teach language most successfully, irrespective of subject. Latter sections focus on developing a critical eye, and supporting pupils who have particular needs.

Get A Copy. Paperback , pages. Published February 13th by Routledge first published December 17th More Details Original Title.


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Developing Academic Literacy in a Second Language through Reading across the Curriculum

Showing Rating details. More filters. This is usually the language that children speak at home with their family.

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Children can and often speak more than one or even two languages at home. For example, they may speak one language with their mother, another with their father and a third with their grandparents. Although there is overwhelming evidence that children learn best in and through their mother tongues, millions of children around the world receive education in a different language.

This is usually the dominant language of the country they live in. In the case of former colonies, this may not be the language spoken in the community at all, but the language of the former colonial power, for example English, French, Arabic, Dutch and Spanish. Languages that children may hear for the first time when they enter school.

Bilingual children. Children who speak a different language at home than the language in which they are taught at school will by definition become bilingual or multilingual. The degree to which they become bilingual may vary considerably however and depends on the goal of the school programme.


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There are bilingual education programmes that aim at teaching children a second language at no expense to their first language. In such programmes equal importance is given to learning in and through both languages and children learn how to take full advantage of their multilingualism and biliteracy. The majority of schools however offer education only in and through one language. Children who are not fluent speakers of the school language may be offered some form of language support or no support at all.

Use of Language Across the Secondary Curriculum

Children lose or leave behind their mother tongues and use only the language of the school. A third option, increasingly popular, are schools which offer bilingual education and which are aimed at bilingualism, but not in any of the languages spoken by the child at home. The mission of the Rutu Foundation is to make mother tongue education the norm, rather than the exception.

By this we do not mean that children should be offered education in their mother tongues only. Ultimately, mother tongue education is about creating a level playing field, about creating equal opportunities for all, regardless of economic status, ethnic background or geographic location.

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