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.
General
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