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…

The present paper synthesizes the international research literature on the educational achievement of immigrant and minority language students by articulating three propositions for which there is strong empirical evidence: (a) print access and literacy engagement play a key role in promoting reading comprehension; (b) the development of bilingual…

Language and culture programs for children speaking a minority language are discussed and outlined in terms of psycho-educational rationales, program options, and empirical and theoretical considerations of the appropriateness of such programs. (JMF)

Explores the educational achievement of francophone minority students in Canada, considering the usefulness of J. Ogbu's (1978, 1991) model of voluntary and involuntary minorities. In Canada, a more flexible and inclusive framework is needed to account for the variability of academic outcomes and to plan interventions to improve academic…

This digest describes ways in which professionals who work with culturally and linguistically diverse students with disabilities can create an educational climate that accepts and respects the language and culture of its students and empowers them to feel confident enough to risk getting involved in the learning process. Methods of creating such…

Presents point-counterpoint opinions on bilingual education, regarding (1) effects on children of different language groups, (2) best methods for teaching English as a second language, (3) school's role in maintaining native language skills and culture, (4) segregation of students, (5) selection of students for programs, and (6) issues raised by…

Presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education and bilingual education. The author suggests that these attempts have been unsuccessful because they have not altered significantly the relationships between…

Application of the research-based principle that first and second language cognitive and academic development are interdependent and that language acquisition is largely dependent on students receiving sufficient comprehensible input in the target language is discussed in reference to program planning for academically at risk language minority…

This handbook provides an introduction to research findings related to bilingualism in minority-language children, and describes the implications of these findings for issues of current concern in Canadian education. Bilingualism is defined as the production and/or comprehension of two languages by the same individual. The phrase…

Research Studies reveal that the development of native language proficiency and full bilingualism enhances rather than impedes the education and personal development of minority children. Teachers of language and all subjects should cooperate in promoting native language proficiency and encouraging its use at home. (PMJ)

Discriminatory assessment of minority students for possible handicap is virtually inevitable when the process ignores the societal context within which the students develop and schools educate. The psychologist or special educator should be an advocate for the student, not a legitimizer of existing role relationships. (DB)

Proposes a framework for analyzing the patterns of educational outcome observed in different world contexts. It is argued that students in subordinated groups will succeed academically only to the extent that patterns of interaction in school challenge and reverse those of society at large that subordinate some communities. (SLD)

The debate over the past decade about the pedagogical effectiveness of bilingual education and the research evidence are reviewed. The case for bilingual education rests on the assumption that because children cannot learn in a language they do not understand, they will fall behind academically in programs taught only in that language. Against…

The observations of educators and educational research have shown that academic outcomes for minority groups exposed to the same educational programs are different. The phenomenon does not seem to be due to superior intelligence, social class, or length of time in the country. Documented since the mid-1960s, this should be taken into account when…

Identifies four misconceptions about language proficiency which are currently impeding the implementation of effective bilingual education programs. Misconceptions involve: (1) surface structure deviations and academic achievement; (2) surface fluency and "English Proficiency"; (3) bilingual language proficiency and instruction; and (4)…