Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical ConceptsMultilingual Matters, 6 sept 2021 - 464 páginas 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. |
Índice
Cognitive Consequences | |
Accounting for Patterns | |
Language Proficiency and Academic Achievement | |
Constructing or Constricting | |
Identities | |
An Integrated Framework | |
Research Reviews Focused on Reversing | |
EvidenceBased | |
1 Empirical Support for the Construct | |
Introduction | |
Is Academic Language a Legitimate Theoretical Construct? | |
Otras ediciones - Ver todo
Rethinking the Education of Multilingual Learners: A Critical Analysis of ... Jim Cummins No hay ninguna vista previa disponible - 2021 |
Rethinking the Education of Multilingual Learners: A Critical Analysis of ... Jim Cummins No hay ninguna vista previa disponible - 2021 |
Rethinking the Education of Multilingual Learners: A Critical Analysis of ... Jim Cummins No hay ninguna vista previa disponible - 2021 |
Términos y frases comunes
academic language proficiency additive bilingualism assessment BICS/CALP distinction bilingual education bilingual programmes bilingual students biliteracy CALP Chapter classroom cognitive collaborative common underlying proficiency communities concept consequential validity construct of academic contexts Council of Europe critique crosslinguistic relationships crosslinguistic transfer cultural curriculum emergent bilingual empirical English learners example Flores focus framework García and colleagues grade highlighted home language identity texts implemented initial instructional practice interactions interdependence hypothesis Inuktitut Jim Cummins L1 and L2 language and literacy language learners learning legitimacy linguistic interdependence linguistically diverse literacy engagement literacy skills MacSwan meta-analysis minoritised students monoglossic monolingual multilingual education Multilingual Matters OECD opportunity gaps oral language orientation pedagogy perspective phonological awareness PISA plurilingualism promote raciolinguistic ideologies reading comprehension repertoires reported Rolstad school language second language semilingualism Skourtou Skutnabb-Kangas social societal power relations Spanish studies teachers theoretical claims theoretical constructs translanguaging Uccelli underachievement Urdu vocabulary knowledge Wong Fillmore