Making the difference for minority children: the development of an holistic language policy at Richmond Road School, Auckland, New Zealand  

Oleh:

May, Stephen A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 4 no. 3 (1991), page 201-218.
Fulltext: 4.3.201-217.pdf (1.13MB)

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Perpustakaan PKBB Nomor Panggil: 405/LCC/4 Non-tandon: tidak ada Tandon: 1

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'Language Policies Across the Curriculum' (LPACs) have, in recent times, gained increasing promin~nce as curriculum innovations which can be implemented at the school level. The benefits attributed to LPACs most often concern the possibilities they engender for empowering minority students through the recognition and inclusion of minority languages within the curriculum. However, as with many previously heralded innovations, there is a noticeable discrepancy between the enthusiastic endorsement of LP ACs in the literature and their successful implementation in schools. Many schools are ambivalent about LPACs and/or implement them to little effect. It is argued here that if this is to change, schools need to recognise the organisational, pedagogical and relational demands that the development of an LP AC at the school level entails. These demands are not insignificant. The paper discusses Richmond Road School in Auckland, New Zealand as an example of what can be achieved when these considerations are taken into account. A written policy of the school is also included as a possible model for school-based language policy development.

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