ABSTRACT
What does the research presented in Chapter 1 mean for the practising teacher with bilingual pupils in the classroom? The case studies in this chapter will analyse how children’s home culture and bilingualism can be recognised and supported by monolingual teachers while enabling the children to achieve in a monolingual curriculum. Each of these case studies provides a picture of a bilingual child as defined in Chapter 1. Apart from their bilingualism the children are very different, demonstrating that there is no one answer to meeting the challenges of teaching bilingual children. The solutions need to be drawn from an understanding of the individual child, theories of bilingualism and pedagogical theory.
