Titlebook: Literacy and the Bilingual Learner; Texts and Practices Catherine Wallace Book 2013 Palgrave Macmillan, a division of Macmillan Publishers

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Literacy Instruction and the Bilingual Learner,r will look in more concrete ways at how bilingual learners become readers in a second language, in particular at the methodologies and materials which are made available to them in educational settings. The mediation of text and teacher is crucial: the text can frustrate or facilitate access to rea

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Bilingual Learners in a Multilingual Primary School: Literacy Narratives about Texts and Practices,derpinned these micro literacy events. In this chapter I take the discussion of literacy instruction into the school and classroom to note how literacy and learning identities are context dependent and jointly constructed by teachers and pupils. While a range of issues and emphases emerge in the set

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New Arrivals in a Multilingual Secondary School: Literacy Narratives about Texts and Practices,uring borough to the one where Hollytree School is located. The focus pupils here are new arrivals coming into schooling in the United Kingdom late in their school careers, within the last two or three years. This circumstance foregrounds particular kinds of identity formations and language and lear

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Pulling the Threads Together,ineducable and illiterate, a charge often brought against those who are involved in anti-social behaviour. Not all commentary at the time was crudely reactive (see Lammy 2011, for instance). And that particular moral panic has now subsided. However, for less privileged groups of learners in London s

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Catherine Wallaceensch vergessen werden, sie sollen ihn nicht "abschaffen" (Ten­ bruck) , vielmehr als Kürzel andeuten, wieviel Leistung er er­ bracht, Leid ertragen, Hoffnungen verwirklicht oder begraben hat. Ein Beispiel: Die Zahlen zeigen uns für die Jahre von 1932 bis 1938 einen dramatischen Anstieg der jüdische

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