[lg policy] bibitem: Guidelines for a whole-school language policy in multicultural schools

[Harold Schiffman]

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Title:  Guidelines for a whole-school language policy in multicultural schools
Author(s):  Hendry, John Owen
Keywords:  Bilingualism
Cognitive development
Additive and subtractive bilingualism
Language and cognition
Language proficiency
Language-of-Ieaming
Multicultural education
Open school models
Teaching programmes
Whole-school language policy
Issue Date:  Jun-1996

Abstract:  This study explores approaches and strategies to implement
in multicultural English-medium secondary schools for the management
and education of black pupils with limited proficiency in English. It
attempts to identify means of enhancing and accelerating the mastery
by such pupils of English at a level sufficient to support their
cognitive-academic needs. An account is given of those elements of the
South African education system that have contributed to the
disadvantagement that such children bring to the multic,llttu'al
classroom. Relevant theories of bilingual education create a
theoretical context for the qualitative research that follows, in
which the experiences are recorded of educators at three schools where
the needs of limited-English-proficient (LEI') pupils have been
addressed. Data gathering was by means of focus-group interviews.
Based Oll this research, guidelines are offered to help multicultural
schools design policies and implement programmes to accommodate the
needs of LEP pupils.
URI:  http://hdl.handle.net/10500/3323
Appears in Collections: Unisa ETD



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http://uir.unisa.ac.za/dspace/handle/10500/3323
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