Doing ‘What Comes Naturally’: How the Discourses and Routines of Teachers’ Practice Constrain Opportunities for Bilingual Support in UK Primary Schools  

Oleh:

Bourne, Jill

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 15 no. 4 (2001), page 250-268.
Fulltext: Vol. 15, No. 4, p 250-268.pdf (250.32KB)

Isi artikel

Providing bilingual support for curriculumlearning has become an increasinglypopular approach tomeetingthe needs of bilingual learnersinmainstreamclassroomsin the firstyears of schooling in the UK. Inthis paper I argue that to understandwhy bilingual support operates as it does in UK classrooms, we have to see it in the context of the parameters allowed it by the institutionally constructed discourses and classroom routines of mainstream teachers’ practice. These discourses and practices are largely constructed outside the school, in theories of language learning and of models of ‘good practice’. This approachholds lessons for the analysisof additional language provision for bilingual students in other countries. To design effective forms of bilingual support, there is a need to intervenein the reconstructionof the discourse of ‘good practice’ in mainstream classroom teaching.

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