ABSTRACT
The main focus of this book has been language. Where there are marked differences between the language of a particular group of children and that of the school, it is clearly the responsibility of teachers to inform themselves about the difficulties that this may pose for the children, and to consider the most effective ways of dealing with the situation. In many ways, however, this only represents a starting point. Language cannot be seen in isolation, and the focus of discussion must broaden at this point to include wider aspects of the curriculum.
