TUCKED INTO THE SCHOOL'S POINT OF CHANGE

Abstract

ABSTRACT : This illuminative evaluation describes a short-term county initiative designed to enable mainstream colleagues to meet the needs of their bilingual pupils. The initiative was conducted by a team of language support staff working in partnership with their mainstream colleagues on school-initiated, school-based projects. Data collection was in the form of written records and communications produced during the course of the initiative, participant observations made by the evaluator and interviews with those closely involved in the initiative. The comments from the taped interviews were collated according to whether they were facilitative or inhibitive in their effect on the outcomes. These were made available, without further comment, to the participating members of the language support service to enable them to make their own judgements. Their decision-making and future planning was further assisted by the presentation of this dissertation in which the conclusions drawn by the evaluator were also offered as a basis for discussion.