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Support Teacher For English: The role of the support teacher for English as an additional language has evolved in recent decades in response to changing ideologies, specific school contexts and local educational needs.
Bourne (1989) offers four definitions of a support teacher, based on her survey of local authority provision for bilingual learners: remedial, specialist, catalyst and good teacher. Current policy recommends collaborative teaching where English language support takes place in the mainstream education.
Whilst proficient bilinguals bring special talents to a classroom, the teacher is far more likely to encounter children who are in the process of learning a second or third language rather than balanced bilinguals. This factor has logistical implications for lesson planning and classroom management. To place bilingual children in a withdrawal situation would not appear to be the most appropriate method of teaching English or communication skills. If no support staff are available for collaborative work, the class teacher needs access to essential information from the family and community in order to provide a quality experience for the child.
Angela Jefferis, a nursery class teacher, piloted a PACT scheme in which parents read to their children, and this is now part of her weekly routine.Phil Gryce helped a comprehensive school to develop a PACT scheme for first-year children while working as a special needs support teacher.
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