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Informationen zum Autor Jim Cummins is Professor Emeritus at the University of Toronto, Canada and has spent the past 40 years researching and working with multilingual learners across the world. His controversial theoretical distinction between conversational versus academic language proficiency is a key topic in pre-service and professional development related to the education of minority group students who are learning the language of instruction. Klappentext 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. Zusammenfassung 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. Inhaltsverzeichnis Part 1 Theory as dialogue: issues and contexts; language interaction in the classroom - from coercive to collaborative relations of power. Part 2 The nature of language proficiency: language proficiency in academic contexts; critiques of the conversational/academic language proficiency distinction; assessing second language proficiency among adults; dilemmas of inclusion. Part 3 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 critical dialogue; transformative pedagogy.
