1. Qualifying to Teach
high expectations of all pupils; respect their social,cultural,linguistic,religious and ethnic backgrounds
understand how pupils’ learning can be affected by their physical,intellectual,linguistic,social cultural and emotional development
establish a purposeful learning environment where diversity is valued
This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way
Download P1.1_3.1c<Alan’s Talk> Authored by Aftab Gujral, St Martin's Lancaster. Accessed from date created [Oct 2004]

2. Qualifying to Teach
take account and support pupils’ varying needs so that girls and boys, from all ethnic groups, can make good progress
select and prepare resources, taking account of pupils’ interests and their language and cultural backgrounds
be able to support those who are learning English as an additional language
This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way
Download P1.1_3.1c<Alan’s Talk> Authored by Aftab Gujral, St Martin's Lancaster. Accessed from date created [Oct 2004]

3. ASSIMILATION
HARMONY
SEPARATISM

4. Education for All
Consideration should be given to pluralist issues within the central and compulsory core of all initial teacher training
Efforts should be made by all teacher training institutions to ensure that all their students have an opportunity of gaining some practical experience in a multi-racial school
The right of ethnic minority communities to seek to establish their own voluntary aided schools is firmly enshrined in law

5. Education for All
Ethnic minority languages should be included in the curriculum where there is likely to be sufficient demand
The fundamental change that is necessary is to recognise that the problem is not how to educate the children of ethnic minorities but how to educate all children
Britain is a multi-racial and multicultural society and all pupils must be enabled to understand what this means
In our view the most important potential source of ethnic minority teachers in the future is the ethnic minority pupils currently in schools

6. Language Issues in the Multi-lingual School
the range of languages to be recognised and taught as part of the curriculum
the use of mother tongue in the learning process
home-school communications
 phase I language learners

7. Language Issues in the Multi-lingual School
the masking of cognitive ability
reinforcement: 9 to 4
curriculum content frame of reference
identity and self-esteem

8. In the Multi-cultural/multi-racial/multi-lingual Classroom
the impact of extended holidays to the Indian sub-continent
the need to provide differentiated teaching and learning for EAL
gender sensitivity
the acceptance of mother tongue in the process of learning

9. In the Multi-cultural/multi-racial/multi-lingual Classroom
the pronunciation of names and the significance of names
divergent views: music and modesty
reporting pupil progress to parents and carers who may be unfamiliar with the system and possibly ill-educated themselves
the cultural bias of much teaching material and the tokenism of others

10. In the Multi-cultural/multi-racial/multi-lingual Classroom
religious festivals and celebrations which do not chime with the academic year
the appreciation of codes of dress, jewellery etc
the management of learning at home
This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way
Download P1.1_3.1c<Alan’s Talk> Authored by Aftab Gujral, St Martin's Lancaster. Accessed from date created [Oct 2004]