Literaturnachweis - Detailanzeige
| Autor/in | Cummins, Jim |
|---|---|
| Titel | Teaching Minoritized Students: Are Additive Approaches Legitimate? |
| Quelle | In: Harvard Educational Review, 87 (2017) 3, S.404-425 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0017-8055 |
| Schlagwörter | Minority Group Students; Teaching Methods; Bilingualism; Multiple Literacies; Language Acquisition; Definitions; Instructional Effectiveness; Ideology; Case Studies; Criticism; Educational Practices |
| Abstract | The emergence in recent years of heteroglossic conceptions of bi/multilingualism and the related construct of translanguaging has raised questions about how these notions relate to more traditional conceptions of additive bilingualism, biliteracy, and the overall academic achievement of minoritized students. In this article, Jim Cummins provides a critical examination of both additive bilingualism and additive approaches to language education to clarify the nature of these constructs and to elucidate their instructional implications. He proposes a synthesis of perspectives that replaces the term "additive bilingualism" with "active bilingualism", that acknowledges the dynamic nature of bilingual and multilingual language practices and the instructional implications of this conceptualization, and that insists that education initiatives designed to promote academic achievement among minoritized students can claim empirical legitimacy only when they explicitly challenge raciolinguistic ideologies and, more generally, coercive relations of power. (As Provided). |
| Anmerkungen | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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