Assessing the Needs of Bilingual Pupils: Living in Two Languages
Ever since its publication in 1995, this book has offered a means for teachers to consider why some bilingual pupils in their classrooms are not making learning progress or are academically underachieving. This new second edition has been revised and updated in the light of the new government legislation and guidance, most significantly the revised Code of Practice for Special Educational Needs.
It continues to look at ways of asking questions about the pupil, of collecting evidence of both learning and language development and of offering support within the classroom.
It contains a model and photocopiable proformas for use within schools, which should help to establish clear systems of identification of those bilingual pupils who may have special learning needs and to distinguish these from the need for language support.
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2 Bilingual pupils
3 The identification and assessment of bilingual pupils causing concern
assessing background information
5 Collecting the evidence
6 Planning support
Other editions - View all
activities additional language appropriate assessing bilingual assessment of bilingual behaviour Bengali Bengali script bilingual child bilingual children bilingual learners Chapter child learning Code of Practice COGNITIVE DEMAND collaborative colleagues CONTEXT EMBEDDED cues cultural Cummins Framework Deryn Hall DfEE DfES Differentiation Dyslexia Educational Psychology English language errors evidence example experience GCSE home language HYPOTHESIS TESTING identification and assessment identified included inclusive practice INDIVIDUAL ACTION PLAN involved issues Jim Cummins Key Stage language acquisition language assessment language development language levels language skills language stages learning difficulties learning is causing learning needs learning progress LEAs linguistic literacy materials methodology minority language monolingual National Curriculum assessments OFSTED organisation parents pupils learning reading reading recovery recording responsibility Revised Code samples School Action second language SENCO Special Educational Needs specific staff step descriptors strategies Stuart Scott targeted tasks Tower Hamlets understanding Website writing