English as a second language in the mainstream : teaching, learning, and identity /
edited by Bernard Mohan, Constant Leung, Christine Davison.
imprint
Harlow, England ; Don Mills, ON : Longman, 2001.
description
xv, 247 p. : ill.
ISBN
0582234840 (ppr)
format(s)
Book
Holdings
More Details
imprint
Harlow, England ; Don Mills, ON : Longman, 2001.
isbn
0582234840 (ppr)
catalogue key
3842869
 
Includes bibliographical references (p. 221-241) and indexes.
A Look Inside
Reviews
Review Quotes
'The book is interesting to read and contains much of value.' Michele de Courcy La Troube University Journal of Multilingual & amp; Multicultural Development.
'The book is interesting to read and contains much of value.' Michele de Courcy  La Troube University   Journal of Multilingual & Multicultural Development.  
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Summaries
Bowker Data Service Summary
With contributions by teachers and academics from Australia, Canada and the UK, this publication addresses problems of identity in the ESL situation and the role of ESL as an agency of social and educational change.
Main Description
Drawing on their experience as researchers and educators in Australia, Canada and England, the authors present an up-to-date account of advances in theory and practice and argue for a more comprehensive vision.
Long Description
Since it was first established in the 1970's the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use. English as a Second Language learners are now a considerable and increasing part of the mainstream of urban schools in English-speaking countries. Beyond the learning of English, this development raises broader questions of language as a medium of education in a multilingual, multicultural environment. Drawing on their experience as researchers and educators in Australia, Canada and England, the authors of English as a Second Language in the Mainstream present an up-to-date account of advances in theory and practice. Their analysis of system-wide provision however, suggests that a truly responsive educational vision is lacking: government policy is inadequate, educational practices for ESL students are either underdeveloped or poorly coordinated with practices for other students, and the rhetoric of reform fails to engage significantly with issues of teaching and resources. The authors argue towards a more comprehensive vision which can acknowledge the relation between issues concerning ESL students and issues concerning the educational system as a whole, which can coordinate reforms in ESL education with general reforms, which can explicitly and systematically integrate language learning and content learning, and which can build more positively on the multilingual and multicultural nature of modern education for all students.
Back Cover Copy
General Editor: Christopher N. Candlin, Chair Professor of Applied Linguistics, Centre for English Language Education and Communication Research, Department of English, City University of Hong Kong. Since it was first established in the 1970's the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use. English as a Second Language learners are now a considerable and increasing part of the mainstream of urban schools in English-speaking countries. Beyond the learning of English, this development raises broader questions of language as a medium of education in a multilingual, multicultural environment. Drawing on their experience as researchers and educators in Australia, Canada and England, the authors of English as a Second Language in the Mainstream present an up-to-date account of advances in theory and practice. Their analysis of system-wide provision however, suggests that a truly responsive educational vision is lacking: government policy is inadequate, educational practices for ESL students are either underdeveloped or poorly coordinated with practices for other students, and the rhetoric of reform fails to engage significantly with issues of teaching and resources. The authors argue towards a more comprehensive vision which can acknowledge the relation between issues concerning ESL students and issues concerning the educational system as a whole, which can coordinate reforms in ESL education with general reforms, which can explicitly and systematically integrate language learning and content learning, and which can build more positively on the multilingual and multicultural nature of modern education for all students. Bernard A. Mohan is Professor in the Faculty of Education, University of British Columbia; Constant Leung is Senior Lecturer in the School of Education, King's College, London and Chris Davison is Associate Professor in English Language Education in the Faculty of Education, the University of Hong Kong.
Table of Contents
Introduction
Australia
ESL in Australisn schools
Current policies, programs and practices in school ESL
Integrating language and content
Identity and Ideology
Canada
ESL in British Columbia
The second language as a medium of learning
Knowledge framework and classroom action
Implementation of the Vancouver School Board's ESL initiatives Margaret Early and Hugh Hooper
England
England
Mainstreaming: ESL as a diffused curriculum concern Constant
Evaluation of content-language learning in the mainstream classroom Constant
Curriculum identity and professional development
Conclusion
Table of Contents provided by Publisher. All Rights Reserved.

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