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Goldsmiths - University of London

Teacher partnerships between mainstream and complementary schools: from parallel worlds to connected curricula

Kenner, Charmian; Ruby, Mahera and Gregory, Eve E.. 2010. Teacher partnerships between mainstream and complementary schools: from parallel worlds to connected curricula. NALDIC Quarterly, 7(2), pp. 46-48. ISSN 1751-2182 [Article]

[img] Text (This article discusses an action research project linking primary and complementary schools in East London through teacher partnerships working on topic-based learning.)
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Text (This article discusses an action research project linking primary and complementary schools in East London through teacher partnerships working on topic-based learning.)
NALDIC_Quarterly_2010.pdf - Published Version
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Abstract or Description

This article describes how partnerships were set up between primary schools and complementary (community language) schools in East London. Teachers visited each other's settings and exchanged ideas on teaching and learning strategies. They planned topic-based lessons together, adapted to each context. In this way, mainstream teachers gained understanding of their pupils' linguistic and cultural competences and their lives outside school. The partnership work began to build a creative and inclusive curriculum in both settings.

Item Type:

Article

Keywords:

bilingual learning, community languages, complementary schools, Bengali, Somali, Russian

Departments, Centres and Research Units:

Educational Studies > Centre for Language, Culture and Learning

Dates:

DateEvent
2010Published

Item ID:

4516

Date Deposited:

02 Nov 2010 10:32

Last Modified:

09 Jul 2018 11:46

URI:

http://research.gold.ac.uk/id/eprint/4516

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