Over the past half century, millions of children have spent their Saturdays or Sundays in the schools set up by their communities. This book reveals the workings of complementary schools and their significance for black communities and for bilingual children. It explores the contribution of complementary schools to pupils' education and achievement in the mainstream. By critically evaluating existing practices, the authors identify the good practice in complementary schools. They indicate avenues for closer collaboration between these and mainstream schools.Readers of this comprehensive study of the complementary sector will find: an account of the historical and political background and the emergence of community generated schools; analysis of current provision in the context of local and national policies; examination of curriculum provision, teaching approaches and training needs, based on data analysis of ongoing practice; case studies illustrating the diversity of complementary school provision; discussion of the implications for complementary and mainstream teachers, managers, policy makers and initial teacher education institutions; and, recommendations for strengthening provision and fostering collaboration across all education provision. This illuminating book is for complementary school teachers, managers in complementary school teachers and managers, mainstream classroom teachers, initial teacher education providers and tutors, and community language tutors and student teachers.
Tozun Issa and Claudette Williams are senior lecturers at London Metropolitan University. Both authors taught for many years in Turkish and African Caribbean complementary schools in London.