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Rethinking the Education of Multilingual Learners - Jim Cummins

Rethinking the Education of Multilingual Learners

A Critical Analysis of Theoretical Concepts

(Autor)

Buch | Hardcover
464 Seiten
2021
Multilingual Matters (Verlag)
978-1-80041-358-0 (ISBN)
CHF 174,45 inkl. MwSt
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Over the past 40 years, Jim Cummins has originated theories which have had a profound effect on the education of multilingual learners across the world. In this book he traces the development of these theories, and addresses the critiques they have received and their subsequent impact on his thinking and the application of his theories in schools.
Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept. 

Jim Cummins is Professor Emeritus at the University of Toronto, Canada and has spent the past 40 years researching and working with multilingual learners across the world. His controversial theoretical distinction between conversational versus academic language proficiency is a key topic in pre-service and professional development related to the education of multilingual students who are learning the language of instruction.

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

Erscheinungsdatum
Reihe/Serie Linguistic Diversity and Language Rights
Sprache englisch
Maße 156 x 234 mm
Gewicht 864 g
Themenwelt Geisteswissenschaften Sprach- / Literaturwissenschaft Sprachwissenschaft
Sozialwissenschaften Pädagogik Sonder-, Heil- und Förderpädagogik
ISBN-10 1-80041-358-0 / 1800413580
ISBN-13 978-1-80041-358-0 / 9781800413580
Zustand Neuware
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