How to Reverse a Legacy of Exclusion? Identifying High-Impact Educational Responses

Autor/in	Cummins, Jim
Titel	How to Reverse a Legacy of Exclusion? Identifying High-Impact Educational Responses
Quelle	In: Language and Education, 29 (2015) 3, S.272-279 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2014.994528
Schlagwörter	Foreign Countries; Disadvantaged; Rural Areas; Academic Discourse; Socioeconomic Influences; Underachievement; Literacy; Educational Policy; Policy Analysis; Multilingualism; Self Concept; Teaching Methods; Language of Instruction; Native Language; Second Language Learning; Code Switching (Language); Language Usage; African Languages; Intervention; English (Second Language); South Africa + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Discourse; Diskurs; Sozioökonomischer Faktor; Performance deficiency; Leistungsschwäche; Alphabetisierung; Schreib- und Lesefähigkeit; Politics of education; Bildungspolitik; Politikfeldanalyse; Mehrsprachigkeit; Multilingualismus; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Sprachgebrauch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The authors of papers in this special issue are in agreement that if schools are to reverse underachievement among rural and township students in the South African context the instructional space must be expanded to include students' and teachers' multilingual repertoires together with a focus on explicitly demystifying how academic language works. This paper builds on these perspectives by highlighting evidence-based high-impact educational responses that respond not only to linguistic diversity but also to socioeconomic disparities and the marginalized status of many underachieving groups. Specifically, I argue that schools can respond to the lack of print access in many socioeconomically challenged communities by ensuring that all students gain ample access to print and become actively engaged with literacy. Schools can also respond to the devaluation of identity experienced by many marginalized communities by exploring instructional policies and strategies that enable students to use their emerging academic language and multilingual repertoires for powerful identity-affirming purposes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01