Language, Power and Pedagogy: Bilingual Children in the CrossfireAs linguistic diversity increases in countries all around the world, policy-makers and educators are faced with complex and conflicting 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. |
Contents
Theory as Dialogue | 1 |
Issues and Contexts | 8 |
From Coercive | 31 |
The Nature of Language Proficiency | 53 |
Critiques of the ConversationalAcademic Language | 86 |
Integrating English Language Learners | 140 |
From Bilingual Education to Transformative Pedagogy | 169 |
Challenging the Discourse of Disempowerment | 232 |
Who Needs It? | 246 |
| 284 | |
| 307 | |
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Common terms and phrases
ability academic development academic language proficiency 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 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 identity immersion programs instruction interactions interdependence intervening variable issues L1 and L2 L2 reading 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 scores second language semilingualism social sociolinguistic sociopolitical Spanish standards structures studies subordinated group suggests tasks teachers teaching theoretical theory threshold hypothesis tion TOEIC transformative pedagogy vocabulary writing