By Eithne Gallagher
This e-book addresses concerns that educators, coverage makers and oldsters of linguistically varied little ones needs to face while instructing in, administrating or settling on a world college. the writer attracts on educating concept to suggest directions, most sensible perform and checklists for making sure that each one young children in a school's multicultural society make the most of a really inclusive curriculum, despite their linguistic and cultural origins.
Read or Download Equal Rights to the Curriculum: Many Languages, One Message (Parents' & Teachers' Guide) PDF
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Extra resources for Equal Rights to the Curriculum: Many Languages, One Message (Parents' & Teachers' Guide)
Example text
They could write a play that analyses the issue. This phase can be seen as extending comprehension to the point where students and teachers collaborate to transform aspects of their social realities and, as Cummins says, by doing so they gain a deeper understanding of those realities. Ada’s framework demonstrates that comprehension can take place at different levels. If we stop at level one, we remain at the level of functional literacy and this is the reality of children learning according to a back to basics approach in some International School contexts.
Indb 17 14/04/2008 13:13:18 18 Equal Rights to the Curriculum • to provide a perspective that would promote international understanding, prepare students for world citizenship and promote peace; • to provide a school-leaving diploma that would be recognised for university entrance around the world with common curriculum and examinations and; • to promote critical thinking skills (rather than an emphasis on encyclopaedic knowledge) via a balanced programme in the humanities, the experimental sciences and experiential learning (Hill, 2002: 20).
He says this concept of ongoing ‘world citizenship’ is fundamental to International Education and that it comprises three levels: (1) (2) (3) the practical level of learning knowledge about content; the pedagogical level of understanding and applying the content to events through critical analysis; having attitudes that lead to positive action for a better world. Hill believes that points one and two above are easily measured and lead to students being informed participants in local and world affairs.
