Curriculum Related Assessment

Cummins and Bilingual Children
Erscheinungsjahr 1996
ISBN: 978-1-85359-270-6
Verlag: Multilingual Matters

Buch, Englisch, 160 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 206 g

The educational assessment of bilingual children in the Western world is highly controversial. The editors and authors of this book are experienced academics and practitioners in this field in the UK. They have taken the creative ideas of Jim Cummins across the Atlantic and have applied them through a novel technique of curriculum related assessment. The book describes the technique in detail and reports on its use in a wide range of settings. The book introduces the context and outlines some of the challenges facing teachers of bilingual children. Five central chapters show how teachers and psychologists have applied Cummins' framework to the analysis of classroom support; to specialist support for children with learning difficulties; to differentiating the curriculum in English and Science in secondary schools; to work with young children in primary schools; and to the assessment of children who have hearing impairment. These accounts demonstrate the flexibility and promise of the technique and also point out its limitations. The final section of the book applies Cummins' ideas to the analysis of language development in bilingual children. In addition, one chapter describes a new resource for assessing their language skills in both their languages.

Autoren/Hrsg.

Cline, Tony

Frederickson, Norah

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Section 1: Introduction to the Model of Curriculum Related Assessment

1. Norah Frederickson and Tony Cline: The Development of a Model of Curriculum Related Assessment

Section 2: Applying the Cummins Model in the Classroom

2. Constant Leung: Context, Content and Language

3. Athene Grimble and Liz Filer: Using Curriculum Related Assessment Sheets in the Primary Classroom

4. Deryn Hall: Differentiating the Secondary Curriculum

Section 3: Support for Children with Special Educational Needs

5. Usha Rogers and Alan Pratten: The Cummins Framework as a Decision Making Aid for Special Education Professionals Working with Bilingual Children

6. Ann Robson: The Application of Cummins' Model to Work with Students with Hearing Impairment

Section 4: Bilingual Language Development

7. Olga Barradas: A Study of the Oral Language Proficiency of Portuguese Bilingual Children in London

8. Mike Haworth and John Joyce: A Resource for Assessing the Language Skills of Bilingual Pupils

Über Autor(innen)

Cline, Tony
Tony Cline is Co-Director of the CPD Doctorate in Educational Psychology, University College London. His research interests include the education of bilingual children, selective mutism, literacy learning difficulties of bilingual pupils, the education of minority ethnic children in mainly white schools and child language brokering at school.

Tony Cline is Professor of Educational Psychology and Head of the Department of Psychology at the University of Luton and Norah Frederickson is Director of Training in Educational Psychology at University College London and Senior Educational Psychologist with Buckinghamshire Local Education Authority. They have a national reputation for their publications and training resources on overcoming difficulties in teaching and learning with bilingual children.