Authors: Jim Cummins
ISBN-13: 9781853594731, ISBN-10: 1853594733
Format: Paperback
Publisher: Multilingual Matters Ltd.
Date Published: October 2000
Edition: 1st Edition
Jim Cummins teaches at the University of Toronto, Canada. His research has focused on the nature of language proficiency and second language acquisition with particular emphasis on the social and educational barriers that limit academic success for culturally diverse students.
This volume focuses not only on issues of language learning and teaching but also highlights the ways in which power relations in the wider society affect patterns of teacher-student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society.
Focuses not only on issues of language learning and teaching, but also highlights the ways in which power relations in the wider society affect patterns of teacher-student interaction in the classroom. Subjects include critiques of the conversational/academic language proficiency distinction, assessing second-language proficiency among adults, evaluating empirical data on bilingual education, and transformative pedagogy. Cummins teaches in the Department of Curriculum, Teaching and Learning at the University of Toronto. Distributed by the University of Toronto Press. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Pt. 1 | Theory as Dialogue | 1 |
1 | Issues and Contexts | 8 |
2 | Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power | 31 |
Pt. 2 | The Nature of Language Proficiency | 53 |
3 | Language Proficiency in Academic Contexts | 57 |
4 | Critiques of the Conversational/Academic Language Proficiency Distinction | 86 |
5 | Assessing Second Language Proficiency Among Adults: Do We Know What We Are Measuring? | 112 |
6 | Dilemmas of Inclusion: Integrating English Language Learners in Standards-Based Reform | 140 |
Pt. 3 | From Bilingual Education to Transformative Pedagogy | 169 |
7 | The Threshold and Interdependence Hypotheses Revisited | 173 |
8 | Research, Theory and Policy in Bilingual Education: Evaluating the Credibility of Empirical Data | 201 |
9 | Challenging the Discourse of Disempowerment Through Collaborative Dialogue | 232 |
10 | Transformative Pedagogy: Who Needs It? | 246 |
References | 284 | |
Index | 307 |