Dominic Griffiths – författare

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.

Over the last fifteen years, securitisation has transitioned from a product that was largely the purview of bankers and other structured finance professionals to a term that has entered the public lexicon, due to the credit crunch. Yet despite its increased prominence, few are confident in their understanding of the complex processes involving many parties seeking to achieve a variety of outcomes.While many overarching principles of securitisation transactions such as asset classes, regulatory capital requirements and off-balance sheet accounting can be geographically agnostic, each transaction is subject to varying local rules and regulations specific to the jurisdiction(s) in which it is taking place. As such, navigating the myriad of legal, regulatory and accounting requirements necessitates a wide range of expertise, with specialists in one field still required to have a broad understanding of others.Edited by Dominic Griffiths, London Managing Partner at Mayer Brown International LLP and a structured finance practitioner for 25 years, European Securitisation offers a comprehensive overview of the key structural and geographical aspects of securitisation transactions across Europe.This book provides an essential guide for any legal or non-legal securitisation practitioner, at any level of experience. It includes key coverage of:a history and overview of securitisation in Europe;key asset classes used in securitisation transactions;non-legal aspects such as accounting, regulation and hedging; andlocal law regimes across selected European jurisdictions.

This book explores the ways in which multimodality and multilingualism as areas of study intersect and provides empirical examples of how this looks in practice from a wide range of settings. The chapters include visual as well as linguistic descriptions of practice and provide an accessible introduction to multimodality and multilingualism for a readership from undergraduate students to researchers. The book argues that the everyday practices of multilingual communities are multimodal in nature, and that by working at the intersection of multilingualism and multimodality we may be able to make fruitful advances in multiple areas of applied linguistics, and properly appreciate the actual human complexities of communication.

This book explores the ways in which multimodality and multilingualism as areas of study intersect and provides empirical examples of how this looks in practice from a wide range of settings. The chapters include visual as well as linguistic descriptions of practice and provide an accessible introduction to multimodality and multilingualism for a readership from undergraduate students to researchers. The book argues that the everyday practices of multilingual communities are multimodal in nature, and that by working at the intersection of multilingualism and multimodality we may be able to make fruitful advances in multiple areas of applied linguistics, and properly appreciate the actual human complexities of communication.

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.