Publisher's Synopsis
A study of ways in which teachers can consider why some bilingual pupils in their classrooms are not making learning progress or are academically underachieving. It looks at how to ask questions about the pupil, of collecting evidence of learning and language development and of offering support within the classroom. It contains a model and photocopiable proformas for use within schools which should help to establish clear systems of identification of those bilingual pupils, who may have special learning difficulties, to distinguish these from their need for language support.
