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

LANGUAGE, PEDAGOGY AND CULTURAL DIVERSITY. Policy and practice in the education of bilingualist children - Essay Examplehildren by formulation of teaching strategies that are telling in the improvement of academic competency of bilingual students as well as analysis of the policies that support bilingual education.The observed nurture is located in Tower Hamlets in East London. The learning environment in the school is very approachable and welcoming. The observed course of instruction one classroom has 30 pupils aged five years with 10 bilingual learners from Mexico, Somalia, Poland, Bangladesh, Brazil and France, making for a widely diverse language and ethnical environment. According 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 improved steadily as they have achieved compreh ension that is near that of mainstream children. To improve the performance, it is recommended that pupils be given exertion that challenges them and matches their level of ability (Ofsted, 2013).Cummins 1986 empowerment theory analysis the learning trends of bilingual students exploring how status relations and power difference, minority 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 opposed to Contehs (2009) framework, that extensively focuses on desegregation of parents and the community. Cummins framework enhances the design of intervention to ensure the potential of revising the underachievement of most bilingual pupils by encouraging community and parents participation as well as collaboration of teachers in pedagogy (Delgado-Gaitan, 1991). According to Cummins, the aim of empowerment is