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001 229532
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008 221201t20072007enk fo d z eng d
010 _a2006022899
020 _a9781853599415
_qprint
020 _a9781853599422
_qPDF
024 7 _a10.21832/9781853599422
_2doi
035 _a(DE-B1597)9781853599422
035 _a(DE-B1597)513555
035 _a(OCoLC)82130697
040 _aDE-B1597
_beng
_cDE-B1597
_erda
050 0 0 _aP53.25
_b.C37 2007
050 4 _aP53.25
_b.C37 2007eb
072 7 _aLAN009000
_2bisacsh
082 0 4 _a370.117/5
_222
084 _aonline - DeGruyter
100 1 _aCarder, Maurice
_eautore
245 1 0 _aBilingualism in International Schools :
_bA Model for Enriching Language Education /
_cMaurice Carder.
264 1 _aBristol ;
_aBlue Ridge Summit :
_bMultilingual Matters,
_c[2007]
264 4 _c©2007
300 _a1 online resource (224 p.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 0 _aParents' and Teachers' Guides
505 0 0 _tFrontmatter --
_tContents --
_tAcknowledgements --
_tForeword --
_tIntroduction --
_tChapter 1. International Schools: Their Origins and Development. Overview of the Three-programme Model for Second Language Students --
_tChapter 2. Second Language Programme and Related Issues --
_tChapter 3. Appropriate Training for School Staff --
_tChapter 4. Mother Tongue Programme --
_tChapter 5. Enlisting Parents’ Support --
_tChapter 6. A Journey of Discovery: The Development of an ESL Programme at the Vienna International School --
_tEpilogue: Recommendations for Effective Practice in International Schools --
_tAppendix 1: Assessment Test --
_tAppendix 2: VIS Mother Tongue Programme (VISMTP) 2006–7 --
_tAppendix 3: Vienna International School: Language Policy --
_tAppendix 4: Issues of Inclusion and Extra Payment for ESL Tuition --
_tAppendix 5: Glossary --
_tAppendix 6: Addresses --
_tAppendix 7: Websites --
_tBibliography --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aInternational Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)
650 0 _aEducation, Bilingual.
650 0 _aEnglish language
_xStudy and teaching
_xForeign speakers.
650 0 _aInternational education.
650 0 _aLanguage and languages
_xStudy and teaching
_xBilingual method.
650 7 _aLANGUAGE ARTS & DISCIPLINES / Linguistics / General.
_2bisacsh
700 1 _aCummins, Jim
_eautore
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.21832/9781853599422
856 4 0 _uhttps://www.degruyter.com/isbn/9781853599422
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9781853599422/original
942 _cEB
999 _c229532
_d229532