Rethinking the Education of Multilingual Learners
portes grátis
Rethinking the Education of Multilingual Learners
A Critical Analysis of Theoretical Concepts
Cummins, Jim
Multilingual Matters
09/2021
464
Dura
Inglês
9781800413580
15 a 20 dias
864
Descrição não disponível.
Acknowledgements
Lily Wong Fillmore: Foreword
Series Editor's Preface
Tove Skutnabb-Kangas: Preface
Part 1: Evolution of a Theoretical Framework: A Personal Account
Chapter 1. Core Ideas and Background Influences
Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism
Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development
Chapter 4. Language Proficiency and Academic Achievement
Chapter 5. Power Relations in School: Constructing or Constricting Identities?
Chapter 6. Reversing Underachievement: An Integrated Framework
Part 2: Critical Analysis of Competing Theoretical Claims
Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims?
Chapter 8. Is 'Academic Language' a Legitimate Theoretical Construct?
Chapter 9. Are 'Linguistic Interdependence' and the 'Common Underlying Proficiency' Legitimate Theoretical Constructs?
Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis
Part 3: Instructional Practice in Dialogue with Theoretical Concepts
Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy
About the Author
References
Index
Lily Wong Fillmore: Foreword
Series Editor's Preface
Tove Skutnabb-Kangas: Preface
Part 1: Evolution of a Theoretical Framework: A Personal Account
Chapter 1. Core Ideas and Background Influences
Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism
Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development
Chapter 4. Language Proficiency and Academic Achievement
Chapter 5. Power Relations in School: Constructing or Constricting Identities?
Chapter 6. Reversing Underachievement: An Integrated Framework
Part 2: Critical Analysis of Competing Theoretical Claims
Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims?
Chapter 8. Is 'Academic Language' a Legitimate Theoretical Construct?
Chapter 9. Are 'Linguistic Interdependence' and the 'Common Underlying Proficiency' Legitimate Theoretical Constructs?
Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis
Part 3: Instructional Practice in Dialogue with Theoretical Concepts
Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy
About the Author
References
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Translanguaging; Multilingual learners; Bilingual education; Academic language; Additive bilingualism; Educational equity; minoritized students; language and power; linguistic diversity; Ofelia Garcia; immersion education; UTT; CTT; educational policy; education of multilingual and minoritized students; of teacher-student identity; interdependence hypothesis; Common underlying proficiency; CUP theory; language policy; multilingual students; power relations in school; raciolinguistics
Acknowledgements
Lily Wong Fillmore: Foreword
Series Editor's Preface
Tove Skutnabb-Kangas: Preface
Part 1: Evolution of a Theoretical Framework: A Personal Account
Chapter 1. Core Ideas and Background Influences
Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism
Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development
Chapter 4. Language Proficiency and Academic Achievement
Chapter 5. Power Relations in School: Constructing or Constricting Identities?
Chapter 6. Reversing Underachievement: An Integrated Framework
Part 2: Critical Analysis of Competing Theoretical Claims
Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims?
Chapter 8. Is 'Academic Language' a Legitimate Theoretical Construct?
Chapter 9. Are 'Linguistic Interdependence' and the 'Common Underlying Proficiency' Legitimate Theoretical Constructs?
Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis
Part 3: Instructional Practice in Dialogue with Theoretical Concepts
Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy
About the Author
References
Index
Lily Wong Fillmore: Foreword
Series Editor's Preface
Tove Skutnabb-Kangas: Preface
Part 1: Evolution of a Theoretical Framework: A Personal Account
Chapter 1. Core Ideas and Background Influences
Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism
Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development
Chapter 4. Language Proficiency and Academic Achievement
Chapter 5. Power Relations in School: Constructing or Constricting Identities?
Chapter 6. Reversing Underachievement: An Integrated Framework
Part 2: Critical Analysis of Competing Theoretical Claims
Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims?
Chapter 8. Is 'Academic Language' a Legitimate Theoretical Construct?
Chapter 9. Are 'Linguistic Interdependence' and the 'Common Underlying Proficiency' Legitimate Theoretical Constructs?
Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis
Part 3: Instructional Practice in Dialogue with Theoretical Concepts
Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy
About the Author
References
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Translanguaging; Multilingual learners; Bilingual education; Academic language; Additive bilingualism; Educational equity; minoritized students; language and power; linguistic diversity; Ofelia Garcia; immersion education; UTT; CTT; educational policy; education of multilingual and minoritized students; of teacher-student identity; interdependence hypothesis; Common underlying proficiency; CUP theory; language policy; multilingual students; power relations in school; raciolinguistics
