Suchergebnisse

Paraprofessionals working with English language learners are now a prominent feature of the NZ government's overall strategy to raise English language proficiency for children whose home and or first language is not English. This paper considers the professional development needs of paraprofessionals through evaluating their practices.

We investigated eating attitudes and the prevalence of bulimic disorders in a group of 362 schoolgirls from the islands of Trinidad and Barbados using key questions from the Bulimia Investigatory Test, Edinburgh (BITE) and additional questions for the exploration of eating attitudes and dieting practices. A random sample of 92 girls were interviewed using the DSM-III-R Bulimia Diagnostic Interview. Only three subjects (0.8%) scored over the cut-off point on the BITE. None of the interviewees was diagnosed as having bulimia nervosa. Two hundred and forty-five girls (67.7%) reported being terrified of becoming fat and fat-fear was associated with higher Body Mass Index, dieting and exercising for losing weight. Girls of African origin were found to have a more unusual eating pattern and more concerns about their eating habits. The prevalence of bulimic disorders in Caribbean schoolgirls is still very low, but they are a population at increasing risk since they share the western ideals of slimness and engage in dieting behaviours.

In contrast with other works on the history of language learning and teaching, this book is innovative in assigning a much more important role to practice and to the reciprocal relationship of policies and practice (rather than investigating top.down processes from policies to practice). The 14 contributions highlight various contexts of language education in the 20th century, combining inside.out ('emic') perspectives, drawing on teachers'/learners' experience within the classroom, and outside.in ('etic') perspectives, looking at external factors such as the curriculum or education policies and considering how teachers and learners respond to these. Each chapter starts from one perspective, yet at the same time takes into account the reciprocal effects between the two directions of movement (inside.out / outside.in). This volume asks, how has the practice of language learning and teaching been influenced by policies and context – and vice versa?