By Tony Cline and Norah Frederickson (Editors)
This publication is for all operating with bilingual students within the schooling provider and considers the applying of Cummins' framework to evaluation and curriculum making plans for them. The findings of a survey by means of the editors at the makes use of made up of the framework are said and the e-book concludes with a dialogue of the way lecture room aid for bilingual scholars can be made more advantageous.
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Additional resources for Curriculum Related Assessment, Cummins and Bilingual Children
Experience and research have shown that comprehension of meaning in context does not always automatically lead to language learning. 1 Understanding meaning in a contextually supportive situation is not the starting point of some automatic transition to the development of an ability to process decontextualized language and meaning. Put differently, we cannot assume BICS will become CALP < previous page page_27 next page > < previous page page_28 next page > Page 28 automatically in time. Teachers are familiar with the phenomenon of seemingly highly able and motivated second language learners finding it difficult to use English, their second language, appropriately and effectively to produce work when they have clearly understood the presentation of the task and the task itself.
1990) LEP students and the integration of language and content: knowledge structures and tasks. S. Office of Education. M. U. (1990) Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. Rees-Miller, J. (1993) A critical appraisal of learner training: Theoretical bases and teaching implications. TESOL Quarterly 27 (4), 679-89. Spolsky, B. (1989) Conditions for Second Language Learning. Oxford: Oxford University Press. Swain, M. (1991) Manipulating and complementing content teaching to maximise second language learning.
As each statement of attainment is worked on and achieved, the teacher could fill in the form giving an example of how the statement of attainment was reached. This would show where the child was at and what he or she needed next. It could be used when reporting children's progress to their parents. 4 shows the adapted sheet. 4 Adapted assessment sheet This adapted sheet could be used very successfully with both bilingual and monolingual children and could be filled in by class teachers and ESL teachers working together.
Curriculum Related Assessment, Cummins and Bilingual Children by Tony Cline and Norah Frederickson (Editors)