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 |
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Keywords
- multilingual
- bridges
- barriers to change
- primary school
- high school
- monolingual
Cite this
Smyth, G., & Sheridan, N. (2013). Becoming multilingual - bridges and barriers to change in a monolingual primary and high school. In H. Ragnarsdottir, & C. Schmidt (Eds.), Learning spaces for social justice: international perspectives on exemplary practices from preschool to secondary school Stoke-on-Trent.