Language, Power, and Pedagogy: Bilingual Children in the Crossfire
As linguistic diversity increases in countries around the world, policy-makers and educators are faced with complex and conflictual issues regarding appropriate ways of educating a multilingual school population. This volume reviews the research and theory relating to instruction and assessment of bilingual pupils, focusing not only on issues of language learning and teaching but also the ways in which power relations in the wider society affect patterns of teacher-pupil interaction in the classroom.
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Theory as Dialogue
Issues and Contexts
Language Interactions in the Classroom From Coercive to Collaborative Relations of Power
The Nature of Language Proficiency
Language Proficiency in Academic Contexts
Critiques of the ConversationalAcademic Language Proficiency Distinction
Assessing Second Language Proficiency Among Adults Do We Know What We Are Measuring?
Dilemmas of Inclusion Integrating English Language Learners in StandardsBased Reform
From Bilingual Education to Transformative Pedagogy
The Threshold and Interdependence Hypotheses Revisited
Research Theory and Policy in Bilingual Education Evaluating the Credibility of Empirical Data
Challenging the Discourse of Disempowerment Through Collaborative Dialogue
Transformative Pedagogy Who Needs It?
Other editions - View all
Language, Power and Pedagogy: Bilingual Children in the Crossfire
Prof. Jim Cummins
Limited preview - 2000
ability academic development academic language proficiency academic registers applied linguists argue aspects authentic bilin bilingual education bilingual programs bilingual students biliteracy CALP Canadian Language Benchmarks Chapter classroom CLBA cloze coercive relations cognitive Colin Baker collaborative communicative competence components concepts construct context culturally and linguistically Cummins curriculum dimensions discourse discrete-point distinction diverse students dual language Edelsky effective ELL students English language English proficiency English reading example fact focus framework French immersion Grade Hakuta highlighted identity immersion programs instruction interactions interdependence intervening variable issues language development language learning learners lexical knowledge linguistically diverse majority measures minority language monolingual oral orientation performance assessment perspective policy-makers power relations relations of power relationship relevant reported scores second language semilingualism social sociolinguistic sociopolitical Spanish standards structures studies subordinated group suggest tasks teachers teaching theoretical theory threshold hypothesis tion TOEIC transformative pedagogy vocabulary writing
Alter/Asians: Asian-Australian Identities in Art, Media, and Popular Culture
No preview available - 2000
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Negotiation of Identities in Multilingual Contexts
Aneta Pavlenko,Adrian Blackledge
Limited preview - 2004