Describes the author's efforts to use the ideas of the psychologist Vygotsky to build on the home language skills of young bilingual children in England and to turn communication breakdowns into learning opportunities. Talking to children about the forms of speech and their roles in communication can accelerate conceptual development. (SLD)

Describes how the retelling of stories and the creation of original stories assisted the language development and literacy of limited-English-speaking children in a British "early years" program for four- and five-year olds. The project culminated in individual books made by the students. (SLD)

It is argued that the stringent insistence of the British National Curriculum on English as the sole vehicle to academic development can be detrimental to bilingual children. An aesthetic approach is advocated that embraces linguistic and cultural diversity, particularly in student expression through the arts. (SLD)

Describes a project at the University of North London (England) aimed at increasing applicants to teacher education from underrepresented groups and at enhancing the experience of bilingual students once enrolled. The approach focuses on developing positive attitudes toward bilingualism and improving academic skills. (SLD)

Argues that popular understandings of the subject being taught (design and technology) actively support racist ideologies and that these have to be challenged and unlearned, by teachers and pupils alike. The author considers each of the "equality statements" identified for Technology in the National Curriculum to illustrate the practical…

Instructional materials to support the early schooling of bilingual students are most effective when they support classroom organization and a context that promotes the development of language acquisition. Examples from a British classroom demonstrate that materials should incorporate an unambiguous valuing of cultural and linguistic identities.…

Describes the Raising Achievement Project designed to address the need for more information on the performance of ethnic minorities for whom English is an additional language, and the need for support for children who have passed the initial stages of learning English. It also describes the action research model used to answer questions about…

Studies the effect of specific teacher input, modified for comprehension, on the acquisition of science vocabulary by a recent immigrant, a 12-year old newly arrived at an English secondary school. Comprehensible input played an important part in the acquisition of this student's science vocabulary. (SLD)

A case is made for bilingual education in Britain, emphasizing the importance of the heritage language in child development. For children to appreciate language diversity, they must gain insight into the nature and form of languages and their roles in society. (SLD)

Identifies concerns of teachers working with isolated bilingual students, outlining key principles for ensuring that they are seen as learners who must learn what all others students learn and still develop bilingually. The context is that of the south of England, but the concerns may be common to all educators. (SLD)

Analyzes why ethnic minority groups, such as Asians, are achieving marginal academic success. Analysis of the management, pedagogic, curriculum, resource, and community issues indicates what political guidance might be effective to help improve academic achievement. (GR)

Discusses use of computer-generated images in primary schools for teaching English and other subjects to bilingual pupils, including a description of the Partnership Education Project that was set up to train and encourage teachers to use this educational aid more effectively. Experiences from five schools are discussed which reveal increased…

Demonstrates how science instruction can only be effective when teachers are aware of differences in children's language and their culture. The author argues that it is important to recognize when linguistic or cultural understandings lead children to wrong answers that to them seem totally logical. (GR)

Describes the development of procedures, strategies, and resources to welcome new students into a British elementary school. Parent visits to the school and supporting the child's language needs were important features. A truly multicultural school is welcoming and accepting of diversity from the child's first entrance. (SLD)

Describes how positive interventionist strategies improved the experiences and educational opportunities of the African-Portuguese and Romany children in Portuguese schools. The background of linguistic diversity in Portugal and the ethnic diversity in Portuguese schools are discussed. (GR)