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Peer reviewedBourne, Jill – Language and Education, 2001
Argues that to understand why bilingual support operates as it does in classrooms in the United Kingdom, it has to be seen in the context of the parameters it is allowed by institutionally constructed discourses and classroom routines of mainstream teachers' practice. Suggests that to design effective forms of bilingual support, there is a need to…
Descriptors: Bilingual Education, Classroom Techniques, Elementary Education, Foreign Countries
