Language Development of Bilingual Pupils in the Mainstream : How do Pupils and Teachers Use Language?

Abstract

This paper examines language development in mainstream education through analysis of the language demands made on bilingual pupils by tasks and interactions in subject classrooms and the responses pupils make to these demands The data was gathered while working with mainstream secondary subject teachers on an in service language development project While no claims of representativity are made for the data the samples analysed demonstrate clearly the potentially crucial role of contextual factors in the English language development of bilingual pupils Such factors include the amount of language production generated by task organisation the availability of potential discourse roles to pupils and the amount of interactive input and feedback pupils receive Implications for in service training of mainstream subject teachers in the area of language development and for future directions for research and theory in the field of language development of bilingual pupils in the mainstream are discussed

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