Summary:
This book presents a model for successfully instructing bilingual students in International Schools across the curriculum. In such schools, there is now a majority of second language learners, and Carder presents a three-programme model which will provide content-based English-language skills, provide appropriate staff training, and develop students' mother tongues.
Review:
Carder’s voice is clear and succinct. The book is user friendly, containing an appropriate balance of theoretical exposition and practical advice. Throughout the book Carder’s advice is practical and grounded in the realities of school life. I find this book to be a very welcome addition to the literature. It is an excellent introduction to the topic.
Trevor Grimshaw, University of Bath, in Journal of Research in International Education 2007, 6; 375 This publication will surely inspire teachers and curriculum planners working in international schools to continue developing models that promote language learning; parents to be actively involved with the school in planning and maintaining their children’s bilingualism; and school leaders to support all of these.
Carol Inugai-Dixon in International Schools Journal, Vol XXVII No. 2 April 2007 This book is a welcome publication as more often than not parents and school administrators are ill-informed about the International Schools and have some difficulty in finding the relevant information. This book is a useful tool for school administrators in International Schools; it gives useful guidelines on how to develop additive forms of bilingualism in International Schools.
Josiane Hamers in Sociolinguistic Studies 2.1 2008 The book is a powerful, cogent plea for international schools which are truly international, which build on the rich resources of a linguistically diverse student body.... It makes for essential reading for anyone involved in the practical business of implementing feasible and educationally rich bilingual programmes in contemporary schools across the world.
Catherine Wallace, Institute of Education, University of London The book will be of interest to school administrators and principals, curriculum leaders, specialist mother-tongue and ESL teachers, parents and all those involved in the education of students whose first language is not the dominant language of the school. It would serve as an invaluable resource and as a basis for professional development for individual schools developing policy and practices in the area of bilingual education.
Associate Professor Pauline Gibbons, University of Technology, Sydney, Australia. Combine a visionary planner of better education with decades of devoted work and experience as a teacher, administrator and global evaluator of International Schools, with a professional interest in languageS (in plural) and knowledge of their vital importance for all learning and development, and deep engagement in children and youth (whose voices the reader will remember). This mix that has produced a book that should change many of the ways that multilingual and multicultural education in general is envisaged and implemented. Congratulations, Maurice!
Dr Tove Skutnabb-Kangas, Roskilde University, Denmark and Åbo Akademi University Vasa, Finland
Author Biography:
Maurice Carder's career has been dedicated to second language learners of English. After graduating with a BA Honours in Spanish (Bristol) he gained Qualified Teacher Status at the Institute of Education (London). He had teaching posts in Sevilla, Tehran, Lisbon, Greece, Porto, and Bath (UK) before gaining an MA in Linguistics (Lancaster). This led to posts in Mexico and Germany, then to the Vienna International School, Austria, in 1981, where he has remained until now. He has worked on various projects with the International Baccalaureate Organisation, and done much committee work with the European Council of International Schools. He is a Fellow of the Chartered Institute of Linguists. His writings on bilingualism and language-related matters have appeared in several books, and in journals such as the International Schools Journal and the Journal for Research in International Education.
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