Language, Power, and Pedagogy: Bilingual Children in the CrossfireMultilingual Matters, 01/01/2000 - 309 من الصفحات 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. |
المحتوى
Theory as Dialogue | 1 |
Issues and Contexts | 8 |
Language Interactions in the Classroom From Coercive to Collaborative Relations of Power | 31 |
The Nature of Language Proficiency | 53 |
Language Proficiency in Academic Contexts | 57 |
Critiques of the ConversationalAcademic Language Proficiency Distinction | 86 |
Assessing Second Language Proficiency Among Adults Do We Know What We Are Measuring? | 112 |
Dilemmas of Inclusion Integrating English Language Learners in StandardsBased Reform | 140 |
From Bilingual Education to Transformative Pedagogy | 169 |
The Threshold and Interdependence Hypotheses Revisited | 173 |
Research Theory and Policy in Bilingual Education Evaluating the Credibility of Empirical Data | 201 |
Challenging the Discourse of Disempowerment Through Collaborative Dialogue | 232 |
Transformative Pedagogy Who Needs It? | 246 |
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عبارات ومصطلحات مألوفة
ability academic achievement academic development academic language proficiency academic registers applied linguists argue aspects authentic bilingual education bilingual programs bilingual students biliteracy CALP Canadian Language Benchmarks Chapter classroom CLBA Clevedon coercive relations cognitive Colin Baker collaborative communicative components concepts construct context critical critical pedagogy culturally and linguistically Cummins curriculum dimensions discourse discrete-point distinction diverse students Edelsky effective ELL students English language English proficiency English reading example focus framework French immersion Grade Hakuta identity immersion programs instruction interactions interdependence intervening variable issues L1 and L2 L2 reading language development language learning language testing learners lexical knowledge linguistically diverse majority measures minority language monolingual multicultural Multilingual oral orientation performance assessment perspective power relations relations of power relationship relevant scores second language semilingualism social sociolinguistic sociopolitical Spanish standards structures studies tasks teachers teaching theoretical theory threshold hypothesis tion TOEIC transformative pedagogy writing