000			04089pam a2200517 a 4500
999			_c259 _d259
001			01-0671905
003			CaOEAGC
005			20240819174020.0
008			000411t20012000enk b 001 0 eng
020			_a1853594733 (pbk)
020			_a9781853594731 (pbk)
040			_cJCRC
100	1		_aCummins, Jim _d1949-
245	1	0	_aLanguage, Power and Pedagogy : _bBilingual Children in the Crossfire / _cJim Cummins.
250			_a1st ed.
260			_aToronto, ON : _bMultilingual Matters, _c2000.
300			_aviii, 309 p. ; _c25 cm.
440			_aBilingual Education and Bilingualism
500			_aVolume 23 in the Bilingual Education and Bilingualism series.
504			_aIncludes bibliographical references and index.
505			_aPART 1: Theory of Dialogue
505			_a1. Issues and Contexts
505			_a2. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power
505			_aPART 2: The Nature of Language Proficiency
505			_a3. Language Proficiency in Academic Contexts
505			_a4. Critiques of the Conversational/Academic Language Proficiency Distinction
505			_a5. Assessing Second Language Proficiency Among Adults: Do We Know What We Are Measuring?
505			_a6. Dilemmas of Inclusion: Integrating English Language Learners in Standards-Based Reform
505			_aPART 3: From Bilingual Education to Transformative Pedagogy
505			_a7. The Threshold and Interdependence Hypotheses Revisited
505			_a8. Research, Theory and Policy in Bilingual Education: Evaluating the Credibility of Empirical Data
505			_a9. Challenging the Discourse of Disempowerment Through Collaborative Dialogue
505			_a10. Transformative Pedagogy: Who Needs It?
505			_aReferences
505			_aIndex
520			_a"Population mobility is at an all-time high in human history. One result of this unprecedented movement of peoples around the world is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policy-makers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the differences between attaining conversational fluency in everyday contexts and developing proficiency in the language registers required for academic success? What adjustments do we need to make in curriculum, instruction and assessment to ensure that second-language learners understand what is being taught and are assessed in a fair and equitable manner? How long do we need to wait before including second-language learners in high-stakes national examinations and assessments? What role (if any) should be accorded students’ first language in the curriculum? Do bilingual education programs work well for poor children from minority-language backgrounds or should they be reserved only for middle-class children from the majority or dominant group? In addressing these issues, 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.."(Publisher's website.)
650		6	_aEducation _xBilingual.
650		6	_aBilingual education _xSocial aspects.
650		6	_aMinorities _xEducation _xSocial aspects.
650		6	_aMinorities _xEducation.
650		6	_aBilingualism in children.
650		6	_aMulticultural education.
856			_uhttp://www.multilingual-matters.com/display.asp?K=9781853594731 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991010283379705161 _zCheck the uOttawa Library catalog.
942			_2z _cBK