Additional practice and extension activities to accompany the Student Edition plus learning checklists and end of-unit reviews, including practice in: Vocabulary Phonics Comprehension Grammar Writing and Spelling Fluency

Additional practice and extension activities to accompany the Student Edition plus learning checklists and end of-unit reviews, including practice in: Vocabulary Phonics Comprehension Grammar Writing and Spelling Fluency

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.

In both Europe and North America during the past 20 years, controversy has surrounded the education of children from linguistic minority backgrounds. An increasing number of minority children are experiencing difficulties at school and many leave school with no formal qualifications. There are fears among many educators and policy-makers that an entire generation of alienated youth with no future prospects is being produced by western educational systems. This book analyses policy issues regarding the education of minority students in western industrialised societies and presents a number of case studies of programs that have been successful in reversing the pattern of minority students' academic failure. A central theme throughout the volume is that the causes of minority students' academic difficulties are rooted in the power relations between the dominant and subordinate groups in society. Schools have typically reflected and reinforced these power relations through strategies such as punishment of children for speaking their mother tongue at school with the result that minority students have not developed confidence in their own cultural identity or academic abilities. Reversal of minority students' school failure requires that educators set out to enable both minority students and communities to empower themselves. The presentation of case studies in which this empowerment has been successfully achieved is complemented by the perspectives of individuals and minority communities who have been involved in the struggle for educational and linguistic rights of minority children.

Six thematic units per level organised around a Big Question Engaging videos that explore the Big Question and key themes in the unit Three readings per unit from a wide range of genres including informational texts, biographies, and poems, as well as classic and contemporary literature Key vocabulary taught explicitly before each reading Clear and step-by-step grammar presentations followed by thorough and focused practice Skills workshops and hands-on projects to provide students the opportunity to demonstrate their mastery of content and language skills All Student Editions come with access to the Pearson English Portal This edition is the full version which means it contains both the Grade 1A Student Edition and Grade 1B Student Edition content.

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.

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.

This volume provides a comprehensive account of the implementation of bilingual education programmes in countries throughout the world. Bilingual programmes have been implemented to achieve a variety of educational and social goals in different contexts. Some programmes are intended to support the maintenance of national minority languages or to revitalize languages whose long-term survival is threatened; others aim to help recent immigrants succeed academically while making the transition to instruction taught primarily through the majority language of the society. In addition, bilingual programmes have been used to teach additional languages to students from the majority or dominant language group. Similar theoretical principles underlie the development of bilingual conversational and academic skills in all these diverse contexts.

This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers' understanding of the nature and complexity of educational transformation in a global context. The book's comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy.

Additional practice and extension activities to accompany the Student Edition plus learning checklists and end of-unit reviews, including practice in: Vocabulary Phonics Comprehension Grammar Writing and Spelling Fluency

This is a remarkably interesting and useful book...it makes a significant contribution to our knowledge and understanding of both bilingualism and education.' Journal of Education Policy

Additional practice and extension activities to accompany the Student Edition plus learning checklists and end of-unit reviews, including practice in: Vocabulary Phonics Comprehension Grammar Writing and Spelling Fluency

This volume addresses bilingual education, the use of two (or more) languages of instruction in education. Although bilingual education is available in some form in most countries, it is frequently the subject of political debate, especially where a bilingual program is set up to serve migrant populations. The volume offers * a thorough analysis of a range of conceptual issues in bilingual education. * discussion of research in the field since the 1920s and the conclusions that can be drawn from it. * chapters on illustrative bilingual education programs and policies from around the globe. This is one of ten volumes of the Encyclopedia of Language and Education published by Springer. The Encyclopedia bears testimony to the dynamism and evolution of the language and education field, as it confronts the ever-burgeoning and irrepressible linguistic diversity and ongoing pressures and expectations placed on education around the world.

This volume provides a comprehensive account of the implementation of bilingual education programmes in countries throughout the world. Bilingual programs have been implemented to achieve a variety of educational and social goals in different contexts. Some programmes are intended to support the maintenance of national minority languages or to revitalize languages whose long-term survival is threatened; others aim to help recent immigrants succeed academically while making the transition to instruction taught primarily through the majority language of the society. In addition, bilingual programmes have been used to teach additional languages to students from the majority or dominant language group. Similar theoretical principles underlie the development of bilingual conversational and academic skills in all these diverse contexts. For academics, graduate students, and policy-makers, this volume clearly outlines the social and educational goals that can be achieved through bilingual education. It also highlights the need to take account of the complex political context of inter-group relationships within which bilingual programs are inevitably embedded.

This is a remarkably interesting and useful book...it makes a significant contribution to our knowledge and understanding of both bilingualism and education.' Journal of Education Policy

Additional practice and extension activities to accompany the Student Edition plus learning checklists and end of-unit reviews, including practice in: Vocabulary Phonics Comprehension Grammar Writing and Spelling Fluency

This study presents the findings of a major investigation of second language proficiency in various groups of school-aged learners, and invites a frank appraisal of the research from an outside panel of experts. The theoretical and practical implications of the study are the subject of a lively debate focused on three main research issues: the nature of second language proficiency, the impact of classroom treatment on second language learning, and the role of social and individual factors in bilingual development. This original collection of articles will be of interest to all those concerned with policy and practice in second language education.