Becoming multilingual - bridges and barriers to change in a monolingual primary and high school

Geraldine Smyth; Nathalie Sheridan

Becoming multilingual - bridges and barriers to change in a monolingual primary and high school

Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

In the two research projects discussed in this chapter we wished to investigate how schools as institutions, teachers and pupils worked together in a changing demographic context to ensure that education in Scotland really did provide equal opportunities for all no matter the previous linguistic, educational and socio-economic realities.

Original language	English
Title of host publication	Learning spaces for social justice
Subtitle of host publication	international perspectives on exemplary practices from preschool to secondary school
Editors	Hanna Ragnarsdottir, Clea Schmidt
Place of Publication	Stoke-on-Trent
Number of pages	23
Publication status	Published - Feb 2013

Keywords

multilingual
bridges
barriers to change
primary school
high school
monolingual

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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title = "Becoming multilingual - bridges and barriers to change in a monolingual primary and high school",

abstract = "In the two research projects discussed in this chapter we wished to investigate how schools as institutions, teachers and pupils worked together in a changing demographic context to ensure that education in Scotland really did provide equal opportunities for all no matter the previous linguistic, educational and socio-economic realities.",

keywords = "multilingual, bridges , barriers to change, primary school, high school, monolingual ",

author = "Geraldine Smyth and Nathalie Sheridan",

year = "2013",

month = feb,

language = "English",

isbn = "9781858565187",

editor = "Hanna Ragnarsdottir and Schmidt, {Clea }",

booktitle = "Learning spaces for social justice",

}

Becoming multilingual - bridges and barriers to change in a monolingual primary and high school. / Smyth, Geraldine; Sheridan, Nathalie.

Learning spaces for social justice: international perspectives on exemplary practices from preschool to secondary school. ed. / Hanna Ragnarsdottir; Clea Schmidt. Stoke-on-Trent, 2013.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - Becoming multilingual - bridges and barriers to change in a monolingual primary and high school

AU - Smyth, Geraldine

AU - Sheridan, Nathalie

PY - 2013/2

Y1 - 2013/2

N2 - In the two research projects discussed in this chapter we wished to investigate how schools as institutions, teachers and pupils worked together in a changing demographic context to ensure that education in Scotland really did provide equal opportunities for all no matter the previous linguistic, educational and socio-economic realities.

AB - In the two research projects discussed in this chapter we wished to investigate how schools as institutions, teachers and pupils worked together in a changing demographic context to ensure that education in Scotland really did provide equal opportunities for all no matter the previous linguistic, educational and socio-economic realities.

KW - multilingual

KW - bridges

KW - barriers to change

KW - primary school

KW - high school

KW - monolingual

UR - http://trentham-books.co.uk/acatalog/Learning_Spaces_for_Social_Justice.html

M3 - Chapter

SN - 9781858565187

BT - Learning spaces for social justice

A2 - Ragnarsdottir, Hanna

A2 - Schmidt, Clea

CY - Stoke-on-Trent

ER -

Becoming multilingual - bridges and barriers to change in a monolingual primary and high school

Abstract

Keywords

UN SDGs

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