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.
CONTRIBUTORS: Jim CumminsEAN: 9781853594731COUNTRY: United KingdomPAGES: WEIGHT: 563 gHEIGHT: 245 cm
PUBLISHED BY: Channel View Publications LtdDATE PUBLISHED: CITY: GENRE: EDUCATION / Educational Policy & Reform / General, LANGUAGE ARTS & DISCIPLINES / Linguistics / General, LANGUAGE ARTS & DISCIPLINES / Study & TeachingWIDTH: 174 cmSPINE:
Book Themes:
Bilingualism and multilingualism, Language teaching and learning, Educational strategies and policy
Jim Cummins teaches at the University of Toronto, Canada. His research has focused on the nature of language proficiency and second language acquisition with particular emphasis on the social and educational barriers that limit academic success for culturally diverse students.
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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 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.
CONTRIBUTORS: Jim CumminsEAN: 9781853594731COUNTRY: United KingdomPAGES: WEIGHT: 563 gHEIGHT: 245 cm
PUBLISHED BY: Channel View Publications LtdDATE PUBLISHED: CITY: GENRE: EDUCATION / Educational Policy & Reform / General, LANGUAGE ARTS & DISCIPLINES / Linguistics / General, LANGUAGE ARTS & DISCIPLINES / Study & TeachingWIDTH: 174 cmSPINE:
Book Themes:
Bilingualism and multilingualism, Language teaching and learning, Educational strategies and policy
Jim Cummins teaches at the University of Toronto, Canada. His research has focused on the nature of language proficiency and second language acquisition with particular emphasis on the social and educational barriers that limit academic success for culturally diverse students.
I am studying Zulu on the Duolingo platform and hoped this Zulu-English Dictionary would be a helpful resource to improve my Zulu vocabulary. Unfortunately not. Such a rich language cannot be captured in an alphabetical list of 30 x A5-pages. It is merely an introduction to isiZulu vocabulary. Maybe this was a university assignment. I can hardly use this dictionary version as a reference during my lessons. The Phrasebook is interesting and well arranged for specific topics.
The cards are quite handy. They include the N5 and N4 Kanji;s one the front of the cards with some reading of the Kanji in hiragana on the side, On the back is the reading in English with a mnemonic picture to remember the Kanji. There are also some words included that shows the different readings of the kanji. The ring is fantastic and easy to use. It is also large enough to hold the first 100 with ease.
I just finished this book and wow I absolutely enjoyed everything about this book. The writer dives straight into it . I was having her pull on my heart strings a few pages in . She subtly just drops things and leaves you gasping . I appreciate how this book took us to a different realm the most, it's refreshing and I cannot wait to read the rest.