KEY FEATURES* Links theory, research, policy and practice as a means of contributing to the improvement of educational practice* Cummins conceptualises the relationship between theory and practice as two-way and ongoing* Not only explores language learning and teaching issues, but also the influence of power relations in societyDESCRIPTIONAs linguistic diversity increases in countries around the world, policy- makers and educators are faced with complex and conflictual egarding appropriate ways of educating a multilingual school population. This volume reviews the research and theory relating to instruction and assessment of bilingual pupils, focusing not only on issues of language learning and teaching but also the ways in which power relations in the wider society affect patterns of teacher-pupil interaction in the classroom.CONTENTSPART I Theory as Dialogue1. Issues and Contexts; 2. Language Interaction in the Classroom: from Coercive to Collaborative Relations of PowerPART II The Nature of Language Proficiency3. Language Proficiency in Academic Contexts; 4. Critiques of the Conversational/Academic Language Proficiency Distinction; 5. Assessing Second Language Proficiency among Adults; 6. Dilemmas of InclusionPART III From Bilingual Education to Transformative Pedagogy7. 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 Critical Dialogue; 10. Transformative PedagogyReferenceSubject (Book Data classification): Teaching of ethnic minorities (E352), Bilingualism and multilingualism (L225)Level: research/ professionals (R)/ postgraduate (P)/ undergraduate (U)Territory: world rightsMM Series: BEMM Subject interests: 100, 110, 1000