Contents

Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Acknowledgments vii
4. Part 1: Theory as Dialogue
5. 1. Issues and Contexts 8
6. 2. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power 31
7. Part 2: The Nature of Language Proficiency
8. 3. Language Proficiency in Academic Contexts 57
9. 4. Critiques of the Conversational/Academic Language Proficiency Distinction 86
10. 5. Assessing Second Language Proficiency Among Adults: DoWeKnow WhatWeAre Measuring? 112
11. 6. Dilemmas of Inclusion: Integrating English Language Learners in Standards-Based Reform 140
12. Part 3: From Bilingual Education to Transformative Pedagogy
13. 7. The Threshold and Interdependence Hypotheses Revisited 173
14. 8. Research, Theory and Policy in Bilingual Education: Evaluating the Credibility of Empirical Data 201
15. 9. Challenging the Discourse of Disempowerment Through Collaborative Dialogue 232
16. 10. Transformative Pedagogy: Who Needs It? 246
17. References 284
18. Subject Index 307