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INTRODUCTION 5difficulties. Barbara Parry describes how her perception of the ways supportmight best be used changed as a result of detailed observations of Kellysparticipation in lessons.Chapters 10 and 11 look at issues of support for bilingual children, andexamine the case for and against providing support through withdrawal. Sincethe late 1970s, it has been argued that the best context for learning English is themainstream classroom. In this setting, children are constantly exposed to thelanguage that they are in the process of acquiring, used in real situations for realcommunicative purposes. Yet teachers are often concerned, particularly atsecondary level, about accepting early stage bilingual students because it does notseem possible to provide for their learning in the context of subject teaching. InChapter 10, Jean Mayala examines the part that an induction class can play insupporting the transition into mainstream education of newly arrived bilingualpupils. He looks at what can be done in this withdrawal context to prepare pupilsto cope more successfully within the mainstream, and raise their ownexpectations of what they can achieve. He also explains briefly the wider contextof his work supporting teachers and learners in mainstream contexts.In Chapter 11, Neil Parr explores what form support for bilingual learners cantake if it is not something added on to existing provision, but developed as anintegral part of schools response to the cultural and linguistic diversity of theirstudents. He explores what makes a learning environment more or less enablingfor bilingual learners and puts forward some concrete suggestions to helpmainstream teachers develop teaching approaches that are both supportive andinclusive.PART V:DIFFERENTIATION AT A WHOLE-SCHOOL LEVELThe final part of the book looks at issues relating to the development ofdifferentiation at the level of overall school policy. Should there be a policy ondifferentiation? If so, what exactly is its function and what should it contain?How do we organise its development in such a way that it becomes more thanjust a paper exercise? How does or should it overlap with other policies, say onspecial needs, behaviour, equal opportunities or language across the curriculum?Chapter 12 describes one schools experience of developing a whole-schoolpolicy on differentiation. Susanna Pickstock outlines the processes ofconsultation that surrounded the development of a draft document, the content ofthe document eventually produced and the INSET activities used to raiseawareness and stimulate further discussion amongst staff.Chapter 13 looks at where a policy on differentiation fits within schoolswider commitment to providing equal opportunities for all children. Drawingattention to the National Curriculum Councils recommendation that acommitment to equal opportunities should permeate every aspect of thecurriculum, Judy Erwin explores different perceptions of the importance of
6 INTRODUCTIONequality issues in schools. She draws on her own experience as an advisoryteacher for equal opportunities to explain her own developing understanding ofthese issues, and identifies some approaches and activities to stimulate discussionand help schools develop policy and practice.The book concludes with an appendix prepared collectively <strong>by</strong> the teachersparticipating on the course, reviewing materials for INSET currently availableand identifying additional reading material which course members found usefulin supporting the development of their own thinking and practice.
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