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Record Nr. |
UNINA9910814811603321 |
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Autore |
Cummins Jim <1949-> |
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Titolo |
Language, power and pedagogy [[electronic resource] ] : bilingual children in the crossfire / / Jim Cummins |
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Pubbl/distr/stampa |
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Clevedon [England] ; ; Buffalo [N.Y.], : Multilingual Matters, c2000 |
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ISBN |
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1-280-82779-3 |
1-85359-677-9 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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Collana |
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Bilingual education and bilingualism ; ; 23 |
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Classificazione |
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Disciplina |
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Soggetti |
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Education, Bilingual - Social aspects |
Minorities - Education - Social aspects |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references (p. 284-306) and index. |
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Nota di contenuto |
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Front matter -- Contents -- Acknowledgments -- 1. Issues and Contexts -- 2. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power -- 3. Language Proficiency in Academic Contexts -- 4. Critiques of the Conversational/Academic Language Proficiency Distinction -- 5. Assessing Second Language Proficiency Among Adults: Do We Know What We Are Measuring? -- 6. Dilemmas of Inclusion: Integrating English Language Learners in Standards-Based Reform -- 7. The Threshold and Interdependence Hypotheses Revisited -- 8. Research, Theory and Policy in Bilingual Education: Evaluating the Credibility of Empirical Data -- 9. Challenging the Discourse of Disempowerment Through Collaborative Dialogue -- 10. Transformative Pedagogy: Who Needs It? -- References -- Subject Index |
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Sommario/riassunto |
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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 |
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