LANGUAGE, PEDAGOGY AND CULTURAL DIVERSITY. Policy and practice in the Essay

LANGUAGE, PEDAGOGY AND CULTURAL DIVERSITY. Policy and practice in the facts of life of bilingual children - Essay Examplehildren through formulation of teaching strategies that are effective in the rise of academic competency of bilingual students as advantageously as analysis of the policies that support bilingual education.The spy domesticate is located in Tower Hamlets in East London. The learning environment in the school is very approachable and welcoming. The observed year one classroom has 30 schoolchilds aged five geezerhood with 10 bilingual learners from Mexico, Somalia, Poland, Bangladesh, Brazil and France, making for a widely diverse language and cultural environment. harmonise to Ofsted, the performance of the school is good in terms of pupil achievement, behaviour, quality of teaching, quality of the curriculum pupils welfare, health and safety as well as leadership and management. The performance of bilingual pupils has change steadily as they have achieved c omprehension that is near that of mainstream children. To improve the performance, it is recommended that pupils be given work that challenges them and matches their take aim of ability (Ofsted, 2013).Cummins 1986 empowerment theory analysis the learning trends of bilingual students exploring how status relations and power difference, nonage language instruction, interdependence hypothesis, community and school liaison and power and status relationships impacts the school performance of minority groups. Cummins (1986) influence on teaching strategies and policy of bilingual education is arguably very effective in focusing on the education of the bilingual students in a holistic view as oppose to Contehs (2009) framework, that extensively focuses on integration of parents and the community. Cummins framework enhances the design of intervention to ensure the potential of rewriting the underachievement of most bilingual pupils by encouraging community and parents participation as w ell as collaboration of teachers in pedagogy (Delgado-Gaitan, 1991). According to Cummins, the aim of empowerment is