Murphy | Welcoming Linguistic Diversity in Early Childhood Classrooms | Buch | 978-1-84769-346-4 | www.sack.de

Buch, Englisch, 256 Seiten, Format (B × H): 168 mm x 221 mm, Gewicht: 386 g

Murphy

Welcoming Linguistic Diversity in Early Childhood Classrooms

Learning from International Schools
Erscheinungsjahr 2011
ISBN: 978-1-84769-346-4
Verlag: Multilingual Matters Limited

Learning from International Schools

Buch, Englisch, 256 Seiten, Format (B × H): 168 mm x 221 mm, Gewicht: 386 g

ISBN: 978-1-84769-346-4
Verlag: Multilingual Matters Limited

Teachers in multilingual classrooms have been working for some years to improve their repertoire of ways to address the needs of very young children who enter school not speaking the language of instruction. The work of 22 seasoned teachers and administrators in international schools all over the world, this book contains a wealth of information for classroom teachers, enabling them to face a new school year with confidence, and for administrators to understand more clearly what is involved in the teaching of young children who do not yet understand the school’s language. Written by teachers well experienced in addressing the needs of this young and vulnerable group, this book will come as a boon to new teachers presented with a multilingual classroom for the first time.

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Autoren/Hrsg.

Murphy, Edna

Fachgebiete

Weitere Infos & Material

SECTION ONE

CHAPTER 1 Eithne Gallagher: Young Children Have Stories to Share

CHAPTER 2 Denise Sullivan: Using Multilingual Strategies in Monolingual Early Childhood Classrooms

CHAPTER 3 Patricia Parker: A Year with Five Beginners: Excerpts from the Journal of a First Grade Teacher

CHAPTER 4 Carol Breedlove: Developing the Basic English Language Skills of Young Children in a Linguistically Diverse Classroom

CHAPTER 5 Nancy Stauft: An International School Celebrates its Diversity

CHAPTER 6 Kalei Brumsickle: An Amazing Journey: Making English Language Learners Successful

CHAPTER 7 Anita Hayim-Bamberger: The Importance of Maintaining Mother Tongue and Culture in the Classroom

SECTION TWO

CHAPTER 8 Maulfry Worthington: Young Mathematicians: Global Learners

CHAPTER 9 Frances Bekhechi: Meeting the Needs of Young Second Language Learners who Struggle

CHAPTER 10 Dylan Yamada-Rice: The Benefits of Sign Language in the International Preschool Curriculum

CHAPTER 11 Debra Rader: Addressing Transition Issues with English Language Learners in the Early Childhood Years

CHAPTER 12 Steven Luscomb: Music: The Universal Language

CHAPTER 13 Ernestina Meloni: Italiano Si! Si! Teaching Italian through PE

CHAPTER 14 Jeffrey Brewster: The Role of the Library in Supporting Young Language Learners and their Families.

CHAPTER 15 Angela Hollington: Breaking the Silence: One School’s Response to a Non-Communicative Class

CHAPTER 16 Colleen MacDonell: Library Programming for Young English Language Learners

SECTION THREE

CHAPTER 17 Coreen Sears: Listening to Parents: Acknowledging the Range of Linguistic and Cultural Experiences in an Early Childhood Classroom

CHAPTER 18 Jane Scott: Writing and Implementing a Language Policy in the Primary Section of a Linguistically Diverse School

CHAPTER 19 Sally Flanagan and Sarah Ford: Maintaining Mother Tongue and Home Culture in a Child’s School Experience

CHAPTER 20 Elaine Whelen: Joining the Mother Tongue Conversation from an Administrator’s Perspective

CHAPTER 21 Laura Bridgestock: Native Languages and the IB

CHAPTER 22 Emily Munyoki: Sometimes if you Ask a Silly Question you get a Serious Answer or How I Learned Five Languages

Murphy, Edna
Edna Murphy, after a short career as a teacher, became head of primary schools first in London and then Brussels. She founded and edited for 22 years the International Schools Journal, a semi-annual publication now in its 30th year. She later conceived of, edited and contributed to a book entitled ESL: A Handbook for Teachers and Administrators in International Schools. She also served for many years on the Board of the European Council of International Schools. In this capacity and well into her retirement she headed accreditation teams to schools in Europe, Asia and Africa, the primary school being her particular interest.

Edna Murphy, after a short career as a teacher, became head of primary schools first in London and then Brussels. She founded and edited for 22 years the International Schools Journal, a semi-annual publication now in its 30th year. She later conceived of, edited and contributed to a book entitled ESL: A Handbook for Teachers and Administrators in International Schools. She also served for many years on the Board of the European Council of International Schools. In this capacity and well into her retirement she headed accreditation teams to schools in Europe, Asia and Africa, the primary school being her particular interest.

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