The Tamil Academy of Language and Arts
This case study describes how a local Tamil group have established a successful partnership with several mainstream schools via a mutual interest in language and the arts.
Sarah Bonnell
The case study describes a maintained school committed to language learning. Bengali, Mandarin, Urdu as well as French, German, Italian and Spanish are taught within the curriculum and lunch-time clubs offer Arabic, Farsi, Gujarati and Yoruba language teaching. No distinction is made between MFL and community languages which are normally referred to as World languages. Unqualified staff are supported by the school in gaining full teacher status. The school is also involved in exciting overseas projects and their commitment to internationalism enhances its embrace of equal opportunities.
Wilkes Green Junior School
This case study describes how community language classes are run from a maintained school using Local Authority supplementary school grants, with teaching resources covered by the maintained school. Here, one man’s vision enabled Urdu, Bengali, Panjabi and Gujarati classes to start.
Plashet School
Plashet School provides community languages teaching within the curriculum and as twilight sessions out of school hours. They collaborate with the local Tamil community who use their premises and they also support other maintained schools in the area teaching community languages. The success of the community languages classes has raised the reputation of the school, increased the numbers of visitors and helped raise the self esteem of students.
Smithy Street Primary School
In this case study, Smithy Street School seeks to extend its partnership with the local community through the teaching of Bengali which is offered its pupils within the curriculum. They also host Bengali after-school classes for all local children.
John Kelly Boys’ Technology College
This college decided to set up their own Saturday school to provide pre GCSE classes in the school’s main languages Arabic, Urdu and Gujarati, as well as ESOL classes to parents and the local community. Thanks to the Saturday school, the profile of the college has been raised in the local community and more students than ever are taking community languages at GCSE, AS and A2 level which has had a positive impact on the college’s GCSE results.
Wolverhampton City Council
Wolverhampton City Council has supported the provision of community language teaching and learning over the two last decades. Children’s progress is assessed using the Languages Ladder and they take the formal Asset Languages tests to accredit their learning. This case study gives top tips on how to create a good language learning environment.
Rustam Iranian School
This large Iranian supplementary school is a registered OCR examination centre and has 300 children attending. The school runs from maintained school premises and it has set up their own library and has access to the computer lab. Parents are actively involved in their children’s learning and children set their own learning targets.
Whitefield School
This case study describes how a Full Service Extended school is using its relationship with a complementary school to support the learning of Afghan students, improve attainment in core curriculum subjects, improve behaviour and attendance, and encourage greater involvement of parents.
James Watt Primary School
This case study describes how parent power helped push for community language teaching in the maintained school and how a maintained school can help facilitate the running of community language classes by providing resources and support.
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