Muutke küpsiste eelistusi

Second Language Learners in International Schools [Pehme köide]

4.00/5 (2 hinnangut Goodreads-ist)
, With , With
  • Formaat: Paperback / softback, 290 pages, kõrgus x laius: 234x156 mm
  • Ilmumisaeg: 13-Dec-2018
  • Kirjastus: Trentham Books Ltd
  • ISBN-10: 1858568595
  • ISBN-13: 9781858568591
Teised raamatud teemal:
  • Pehme köide
  • Hind: 56,82 €*
  • * saadame teile pakkumise kasutatud raamatule, mille hind võib erineda kodulehel olevast hinnast
  • See raamat on trükist otsas, kuid me saadame teile pakkumise kasutatud raamatule.
  • Kogus:
  • Lisa ostukorvi
  • Tasuta tarne
  • Lisa soovinimekirja
Second Language Learners in International SchoolsSuurem pilt
  • Formaat: Paperback / softback, 290 pages, kõrgus x laius: 234x156 mm
  • Ilmumisaeg: 13-Dec-2018
  • Kirjastus: Trentham Books Ltd
  • ISBN-10: 1858568595
  • ISBN-13: 9781858568591
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781858568591.html
Märksõnad:
By 2020 it is estimated that there will be more than ten thousand international schools educating five million students. Native speakers of English, the language of instruction in 90 per cent of these schools, will be in the minority.

The learning needs of second language learners in national education systems differ fundamentally from those of SLLs in the international community. This book argues that SLLs in international schools are better provided for within models of instruction that do not assimilate to any political system; where motivation can come from areas other than wanting to belong to a specific culture; and where students can develop all their languages equitably.

The authors trace the theories underpinning second language learning programs in international schools and delve into the complexities of teacher relationships and the influence of curriculum agencies on second language learning. Through case studies and vignettes, they argue for establishing a department of Professional English as a Second Language at the center of the academic life in each school, whose staff will build on the widely acknowledged potential of second language learners and enhance their capabilities in all their languages.
The authors xiv
Foreword xvi
Virginia Collier
Preface xix
List of abbreviations xx
Introduction xxii
Part
1. International schools and influences on their provision for second language students: Islands of language and a high socioeconomic base
1 What second language learners bring to international schools
2(16)
Patricia Mertin
How do we define an international school?
2(1)
What international schools have in common
2(2)
What makes international schools different
4(2)
Accreditation
5(1)
Challenges for international schools
6(2)
Culture shock
6(1)
Continuing teacher development
7(1)
Maintaining and developing the mother tongue
7(1)
The development of ESL instruction in international schools
8(3)
The consequences of importing national models
11(1)
The culture of the student and the school
11(3)
The benefits SLLs bring to international schools
14(1)
The benefits ESL parents can bring to international schools
15(1)
Linguistic challenges
16(2)
2 Characterization of the international school clientele in language matters
18(13)
An international space rather than assimilation
18(1)
English can be culture-free
19(1)
Minority students as a majority
20(1)
Linguistic intolerance - linguicism - seen as acceptable
21(3)
The need to inform parents in depth of the linguistic issues
24(2)
The myth of the native speaker
26(1)
Parents' views on mother-tongue instruction
27(1)
Mother tongues unrewarded and requiring extra payment
28(1)
Change requires pressure on power structures
29(1)
SLLs and their parents locked in a culture of silence
30(1)
3 ESL students and their requirements in international schools: The encroaching politicization of ESL and MT provision
31(28)
Overview
31(2)
Linguistically responsive models
33(2)
ESL staff and programme structure affected by management
35(2)
School directors' ignorance of SL issues impacts negatively on meaningful second language programmes and their staffing
35(2)
The need for ESL to be recognized as a distinct discipline
37(1)
Lack of experience of school directors, and ambition versus ability
38(1)
How national systems permeate thinking on ESL
39(2)
More examples from international schools, showing the low status of ESL teachers
41(3)
Both at recruitment level and within schools, ESL teachers are regularly downgraded
41(1)
Negative impact of this downgrading on SL students' access to professional programmes
42(1)
An ESL professional on the failure of valid recruitment policy
43(1)
Incoming school director reduces ESL staffing because groups are smaller
43(1)
SLLs affected by uninformed policies concerning pedagogical programmes for SL students
44(10)
Linguicism in action
44(1)
NNESTs
45(2)
The downside of charging extra for ESL
47(2)
Lack of effective scrutiny of language ability and its effects
49(1)
An extreme example of leadership ignorance
49(2)
Insights into a SL student's perceptions
51(3)
Managerialism in the international school context as relevant to second language issues
54(2)
Teachers and democratic professionalism
56(1)
Conclusion
56(3)
Part
2. Bilingualism and second language acquisition: Developments in theory and research
4 How the fields of bilingualism and SLA can guide good practice for viable SL models in international schools
59(29)
Relevant research and other publications
59(3)
Bilingualism: Introductory comments
62(1)
The status of English in the contemporary world
63(2)
English language teaching in the world
63(1)
Native English speakers as smug
64(1)
Models of practice
65(1)
Theory, practice and the reality in international schools
65(1)
Bilingualism as the basis of good practice
66(6)
The development of bilingual studies
66(1)
The advantages of bilingualism
67(1)
Bilinguals as more numerous, but more complex, than monolinguals
68(1)
Each bilingual community is unique
69(1)
Factors involved in academic success: Additive and subtractive bilingualism
70(2)
The work of Cummins on bilingual issues
72(8)
The threshold hypothesis and the developmental interdependence hypothesis
72(1)
BICS and CALP
73(1)
Time needed for second language learners
74(1)
Empowered versus disabled students
75(3)
Societal agendas
78(2)
The work of Collier and Thomas on bilingual issues
80(2)
Models of good practice
80(1)
The Prism model
80(2)
Other research
82(1)
Professional models of practice for ESL in international schools
83(1)
Sheltered instruction
83(1)
CLIL: Content and language integrated learning
84(2)
Conclusions
86(2)
Part
3. The human factor
5 The reality of teacher relationships, their implications for teachers and pedagogy, and the consequences of a deficit model for SLLs
88(14)
Teacher relationships
88(1)
Contrived collegiality
89(1)
Implications for relationships
90(2)
Implications for pedagogy
92(3)
Teachers' professional lives
95(4)
The consequences of a deficit model for students
99(3)
Part
4. The role of external curriculum and accreditation bodies: Pitfalls and alternatives
6 The role of external bodies, such as the Council of International Schools and the International Baccalaureate, in international schools: The erosion of the acknowledgement of SLL needs and potential
102(31)
Accreditation
102(1)
ESL and mother tongues in the CIS and the ECIS
103(2)
Mother tongues in accreditation documents
105(2)
The elephant in the room
107(1)
Other international agencies that provide alternatives to EAL, and their impact on ESL programmes in international schools
108(1)
A working ESL model in the IBPYP
109(1)
ESL in the IB, especially the MYP, in international schools
110(16)
IB structure for languages
111(1)
Second language students in the MYP: Reviewing the path of the IB
112(3)
Foreign language and second language: Essential pedagogical differences
115(2)
International schools and national systems in the IB
117(1)
The need for a dedicated ESL programme of instruction in the MYP
117(1)
The IB and critical thinking
118(2)
The reality of ESL in practice in the MYP
120(5)
The language competences of students confused with appropriate pedagogical instruction
125(1)
SLLs and the IBMYP: Examples of how the programme impacts on them
126(1)
IB terminology on language as a contributor to misdirected programmes
127(3)
Concluding statement
130(3)
Part
5. The current situation in an international school
7 How one international school is implementing the model proposed in this book
133(15)
Sarah Porter
Bringing the issues alive
133(1)
The benefits of having NNESTs
134(2)
Building up content materials for the upper school, and sharing them worldwide with other international schools
136(1)
The benefits of the Cambridge IGCSE: The importance of equal status for ESL students
136(2)
The overriding necessity of CALP and academic language acquisition, and the need for all teachers to have CPD in these
138(1)
The need to make an EAL department a centre of expertise
139(1)
Immediate and long-term benefits of the model
140(1)
The need for ongoing training in subject content support
141(2)
Tips for school leaders on putting the model into practice
143(12)
Keep students in ESL lessons for long enough
143(1)
Educating the parents of ESL students is of prime importance
143(1)
Acknowledge the importance of an effective language policy
144(1)
Recognize the need for ongoing training for both ESL and subject content teachers
144(1)
Ensure that ESL staff are appropriately qualified, or willing to be
145(3)
Part
6. Constructive solutions that build consistently on international students' language trajectories: Empowering ESL and MT teachers as specialists
8 Establishing a department in the secondary school as a 'centre of expertise' for all matters ESL and mother tongue
148(36)
Theoretical background
148(7)
How research supports the arguments for an independent department responsible for teaching SLLs
155(2)
Sound correspondences for English vowel letters
156(1)
Researchers describe the need for direct instruction of language
157(5)
Length of time in the ESL programme
162(1)
Appropriate assessment models for SLLs
163(8)
Common-sense facts about the need for separate instruction for SLLs
171(5)
Issues relating to the misplacement of SLLs in SEN programmes
176(3)
Realities and practicalities
179(2)
Implications for international schools, accrediting agencies and curriculum providers
181(3)
9 The need for continuing professional development (CPD)
184(12)
Patricia Mertin
The administration
186(1)
The teachers
187(3)
Varieties of in-service training
190(7)
Induction
190(1)
Professional development
191(5)
10 The importance of maintaining mother tongue development
196(16)
Patricia Mertin
Recognition of the mother tongues in the classroom
197(2)
Informing the students and their parents
199(1)
Factors that influence bilingual development
200(1)
Some of the benefits of bilingualism
201(1)
The goal
202(1)
Research-based developments
202(2)
Responsibility for mother tongue maintenance and development
204(23)
Administration and board of governors
204(1)
Parents
205(1)
Examples of negative practice concerning mother tongues in international schools
206(2)
Advice for parents
208(1)
Teachers
209(1)
In the classroom
210(2)
11 Advice and guidance for school leaders, teachers and parents
212(14)
Obstacles to instituting the proposed model
212(2)
Further insights into why more effective SL programmes have not been instituted
214(1)
Tame and wicked problems
214(1)
Different types of bias
215(1)
Rationality versus irrationality
216(1)
Native speakers versus non-native speakers
217(3)
Solutions
220(1)
Unrealistic pretensions of having a 'native' accent
220(1)
The need to inform parents
221(2)
The marketization of professionalism versus commitment
223(3)
12 The challenges ahead
226(6)
Maurice Carder
Patricia Mertin
What should an international school be aiming for?
227(3)
Closing comments
230(2)
Appendix: Websites for SLLs in international schools 232(1)
References 233(27)
Index 260