154 pages
228 x 145mm
ISBN-10: 1 85856 230 9
ISBN-13: 978 185856 230 8
February 2001

EMAG (Ethnic Minority Acheivement Grant) is our best chance yet for ensuring that children whose first language is not English, whose families are seeking asylum or who are at risk of being another in the disproportionate exclusion rate for Caribbean origin boys will have the support they need in school. Special provision by well-trained teachers is needed to ensure their entitlement to education.

This book sets out the thinking and good practice that make EMAG work. Hugh South provides a critical perspective on the shift from Section 11 to EMAG; and Peter Nathan of Hackney presents the local authority view. And because EMAG teachers will still be involved with Gypsy/Traveller pupils, we include a chapter by Kalwent Bhopal; Jill Rutter writes on support for refugee children and Crispin Jones on support for Turkish speaking children.

Effective partnership teaching is reviewed by Angela Creese, and support specifically for initial learning and for KS4 and GCSE are both considered. Maggie Gravelle considers bilingual learners and the literacy hour; and Roger West advises on how to manage EMAG in the classrooms and schools.
In the final chapters, Catherine Wallace discusses the theoretical underpinnings to raising achievement and Charlotte Franson identifies ways forward.