附註:Includes bibliographical references (pages 284-306) and index.
Theory as dialogue -- Language interactions in the classroom: from Coercive to Collaborative relations of power -- The nature of language proficiency -- Language proficiency in academic contexts -- Critiques of the conversational/academic language proficiency distinction -- Assessing second language proficiency among adults: do we know what we are measuring? -- Dilemmas of inclusion: integrating English Language Learners in standards-based reform -- From bilingual education to transformative pedagogy -- The threshold and interdependence hypothesis revisited -- Research, theory and policy in bilingual education: evaluating the credibility of empirical data -- Challenging the discourse of disempowerment through collaborative dialogue -- Transformative pedagogy: who needs it?
摘要:Annotation 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 copyrighted by Book News Inc., Portland, OR.
