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Language and Education Volume 26, 2012 - Issue 6
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Articles

Co-constructing bilingual learning: an equal exchange of strategies between complementary and mainstream teachers

Charmian Kenner Department of Educational Studies, Goldsmiths, University of London, London, UK
&
Mahera Ruby Department of Educational Studies, Goldsmiths, University of London, London, UK
Pages 517-535 | Received 11 Nov 2011, Accepted 09 Feb 2012, Published online: 03 Apr 2012

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Read on this site (5)

Sara Young & Anne White. (2022) The challenges of language teaching in Polish complementary schools in the UK during the COVID-19 lockdown. Educational Review 0:0, pages 1-17.
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Kari Spernes & Hilde Sofie Fjeld. (2021) “Nobody Notices You, So You Are Invisible”: Recognition of Bilingual Teachers in Schools. Scandinavian Journal of Educational Research 65:6, pages 1128-1140.
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Virginia L. Lam, Farkhanda R. Chaudry, Martin Pinder & Tarlok Sura. (2020) British Sikhs in complementary schooling: the role of heritage language proficiency and ‘culture learning’ in ethnic identity and bicultural adaptation. Language and Education 34:1, pages 81-96.
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Erica Burman & Susie Miles. (2020) Deconstructing supplementary education: from the pedagogy of the supplement to the unsettling of the mainstream. Educational Review 72:1, pages 3-22.
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Hyonsuk Cho. (2016) Formal and informal academic language socialization of a bilingual child. International Journal of Bilingual Education and Bilingualism 19:4, pages 387-407.
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Articles from other publishers (1)

Anne White & Sara Young. (2023) UK Polish Saturday Schools and Civil Society During the Covid-19 Pandemic. Studia Migracyjne – Przegląd Polonijny 49:1 (187), pages 15-29.
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