Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27904
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dc.contributor.authorArkoudis, Sophieen_UK
dc.contributor.authorCreese, Angelaen_UK
dc.date.accessioned2018-10-05T11:37:08Z-
dc.date.available2018-10-05T11:37:08Z-
dc.date.issued2006-12-31en_UK
dc.identifier.urihttp://hdl.handle.net/1893/27904-
dc.description.abstractOver 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.en_UK
dc.language.isoenen_UK
dc.publisherTaylor & Francis (Routledge)en_UK
dc.relationArkoudis S & Creese A (2006) Introduction. International Journal of Bilingual Education and Bilingualism, 9 (4), pp. 411-414. https://doi.org/10.2167/beb341.0.en_UK
dc.rightsThe 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.en_UK
dc.titleIntroductionen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Arkoudis-Creese.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.2167/beb341.0en_UK
dc.citation.jtitleInternational Journal of Bilingual Education and Bilingualismen_UK
dc.citation.issn1747-7522en_UK
dc.citation.issn1367-0050en_UK
dc.citation.volume9en_UK
dc.citation.issue4en_UK
dc.citation.spage411en_UK
dc.citation.epage414en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderUniversity of Birminghamen_UK
dc.author.emailangela.creese@stir.ac.uken_UK
dc.citation.date22/12/2008en_UK
dc.contributor.affiliationUniversity of Melbourneen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.identifier.scopusid2-s2.0-33747146113en_UK
dc.identifier.wtid995827en_UK
dc.contributor.orcid0000-0002-6943-0039en_UK
dc.date.firstcompliantdepositdate2018-09-21en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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