STORRE
STORRE: Stirling Online Research Repository
http://hdl.handle.net/1893/27904| Appears in Collections: | Faculty of Social Sciences Journal Articles |
| Peer Review Status: | Refereed |
| Title: | Introduction |
| Author(s): | Arkoudis, Sophie Creese, Angela |
| Contact Email: | angela.creese@stir.ac.uk |
| Issue Date: | 31-Dec-2006 |
| Date Deposited: | 21-Sep-2018 |
| Citation: | Arkoudis S & Creese A (2006) Introduction. International Journal of Bilingual Education and Bilingualism, 9 (4), pp. 411-414. https://doi.org/10.2167/beb341.0 |
| Abstract: | Over the last 20 years the educational policy of mainstreaming English as a Second Language (ESL) has been presented as a means of catering for the language learning needs of ESL students within mainstream subject contexts through the integration of the ESL curriculum into mainstream programmes. As such, the policy of mainstreaming is one that is based on improving the educational opportunities for ESL students and their post-schooling destinations. One of the ways that the integration of ESL students into the mainstream curriculum can be achieved is through ESL and content teachers working together in classroom contexts (Davison, 2001; Leung, 2004). Teacher collaboration is a routine practice for many teachers working in multilingual and multicultural schools in English-speaking countries and yet these collaborations are largely under-researched and under-theorised. |
| DOI Link: | 10.2167/beb341.0 |
| Rights: | The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. |
| Licence URL(s): | http://www.rioxx.net/licenses/under-embargo-all-rights-reserved |
| File | Description | Size | Format | |
|---|---|---|---|---|
| Arkoudis-Creese.pdf | Fulltext - Published Version | 88.48 kB | Adobe PDF | Under Permanent Embargo Request a copy |
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright |
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/
If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.