Foreword

Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Acknowledgements xii
4. Foreword xix
5. Series Editor’s Preface xxvii
6. Preface xxx
7. Part 1: Evolution of a Theoretical Framework: A Personal Account
8. Introduction 1
9. 1 Core Ideas and Background Infl uences 7
10. 2 Resolving Contradictions: Cognitive Consequences of Bilingualism 13
11. 3 Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development 20
12. 4 Language Proficiency and Academic Achievement 37
13. 5 Power Relations in School: Constructing or Constricting Identities 60
14. 6 Reversing Underachievement: An Integrated Framework 85
15. Part 2: Critical Analysis of Competing Theoretical Claims
16. Introduction 127
17. 7 How Do We Assess the Legitimacy of Theoretical Constructs and Claims 133
18. 8 Is ‘Academic Language’ a Legitimate Theoretical Construct 152
19. 9 Are ‘Linguistic Interdependence’ and the ‘Common Underlying Proficiency’ Legitimate Theoretical Constructs 209
20. 10 Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis 263
21. Part 3: Instructional Practice in Dialogue with Theoretical Concepts
22. Introduction 307
23. 11 Teachers as Knowledge Generators: Learning from Inspirational Pedagogy 313
24. About the Author 368
25. References 372
26. Index 413