5. Professional development for staff working in multilingual schools – Jim Anderson, Christine Hélot, Joanna McPake and Vicky Obied




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1 Vertovec, S. (2007). Superdiversity and its implications. Ethnic and Racial Studies, 30 (6): 1024-1054. Vertovec defines superdiversity as : ‘a dynamic interplay of variables among an increased number of new, small and scattered, multiple-origin, transnationally connected, socio-economically differentiated and legally stratified immigrants who have arrived over the last decade.’

2 May, S., & Wright, N. (2007). Secondary literacy across the curriculum. Challenges and possibilities. Language and Education, 21 (5): 370-376.

3 Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., Luke, A., Luke, C., Michaels, S., & Nakata, M. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66 (1): 60-92.

4 Baker, C. (2001). Foundations of Bilingual Education and Bilingualism. 3rd Edition. Clevedon, Avon: Multilintual Matters. (Chapter 8)

5 García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell. (Chapter 13)

6 Complementary schools run outside school hours to provide opportunities for children from particular cultural groups to learn about issues of relevance which may not be covered in mainstream schooling. This typically includes the language associated with the cultural group, but often, also religious education or forms of artistic expression associated with the cultural group. Such schools may be supported by foreign governments (e.g. the Italian government has sponsored classes and schools across Europe for children of Italian origin to study the language, access books, films and other forms of cultural expression in Italian and, in some cases, participate in religious activities in Italian); they may be sponsored by the national or local government of the country in which the children live (this is common in Scandinavia where ‘mother tongue’ classes after school are often provided by the municipality for immigrant children); or they may be set up independently by the cultural group in question (for example, there are Chinese schools in several European countries designed to ensure that children of Chinese descent have the opportunity to become literate in Chinese, to participate in cultural activities such as calligraphy or playing Chinese musical instruments, and, in some cases, to learn Mandarin in addition to the variety of Chinese they already know).

7 Rassool, N. (2004). Sustaining linguistic diversity within the global cultural economy: issues of language rights and linguistic possibilities. Comparative Education, 40 (2): 199-214.

8 See also the discussion concerning the Council of Europe’s White Paper on Intercultural Dialogue, Living together as equals in dignity (2008) in the companion Concept Paper for this series.

9 For further discussion of the right to the use of the ‘mother tongue’ within and outside education, see in particular the Council of Europe Parliamentary Assembly recommendation on The place of the mother tongue in school education and the reply from the Committee of Ministers (www.coe.int → Parliamentary Assembly →Adopted texts → Recommendaton 1740 (2006)

10 Unless otherwise indicated, all websites were checked on 30 June 2010

11 The DCSF was renamed Department for Education (DfE) on 12 May 2010 following the change of government in the UK. The site may be subject to changes due to new Government policy.

13: Services Culture Editions Ressources pour l’éducation nationale (SCEREN)

14 Centre national de documentation pédagogique (CRDP)

15 The DCSF was renamed Department for Education (DfE) on 12 May 2010 following the change of government in the UK. The site may be subject to changes due to new Government policy.

16 The DCSF was renamed Department for Education (DfE) on 12 May 2010 following the change of government in the UK. The site may be subject to changes due to new Government policy.

17 A new UK government took office on 11 May 2010. The QCDA site may be subject to changes due to new Government policy. Material included on the Respect for All webpages has now been archived but is accessible through the site listed here.

18 The DCSF was renamed Department for Education (DfE) on 12 May 2010 following the change of government in the UK. The site may be subject to changes due to new Government policy.

19 Unless otherwise indicated, all websites were checked on 30 June 2010

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