Bokus
Eithne Gallagher - Equal Rights to the Curriculum, Häftad

Häftad, Engelska, 2008

Equal Rights to the Curriculum

Many Languages, One Message

Av Eithne Gallagher

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Beskrivning
The parents of second language children are often seen but not heard in schools. This book is unique in addressing the many issues facing parents of children whose first language is different from that of the school classroom.Drawing on teaching theory, the book provides these parents with a wealth of practical information, guidelines and checklists, enabling them to ask schools intelligent and challenging questions to test whether their children’s linguistic diversity is really being properly catered for.The theory review and best practice guidelines should be of value also to teacher trainers, teachers, administrators and policy makers. They provide an accurate analysis of important issues together with pragmatic pointers towards improving educational practice so that all children growing up in a school’s multicultural society will be guaranteed what they deserve: Equal Rights to the Curriculum.
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Eithne Gallagher is recognised as an authority in the field of ESL in International Education. She has worked in International Education for over twenty years and has taught English as a foreign language, French as a foreign language and ESL at both primary and secondary levels. Presently Eithne works as an ESL teacher in the Elementary department of Marymount International School Rome. She has been chair of the European Council of International Schools (ECIS) ESL & Mother-tongue committee, is a regular presenter at International School conferences and has delivered workshops and lectures for teachers and administrators across Europe. Her writings on ESL & Mother-tongue issues have been published in the International Schools Journal and Magazine. Eithne is the mother of three bilingual children and lives with her family on a hilltop outside Rome.

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Gallagher’s practical and readable book can be seen as a tool for parents and educators who are directly affected, as we all are, by the hegemony of the English language. Gallagher does a thorough and admirable job of exploring the relationship between language and power in international schools and providing clear solutions and explanations for parents and educators who understand the value and ethical responsibility of creating schools where multilingualism and multiculturalism are not simply respected but promoted.

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