Part 1 Theory as dialogue: issues and contexts; language interaction in the classroom - from coercive to collaborative relations of power. Part 2 The nature of language proficiency: language proficiency in academic contexts; critiques of the conversational/academic language proficiency distinction; assessing second language proficiency among adults; dilemmas of inclusion. Part 3 From bilingual education to transformative pedagogy: the threshold and interdependence hypotheses revisited; research, theory and policy in bilingual education - evaluating the credibility of empirical data; challenging the discourse of disempowerment through critical dialogue; transformative pedagogy.
Jim Cummins teaches at the University of Toronto, Canada. His research has focused on the nature of language proficiency and second language acquisition with particular emphasis on the social and educational barriers that limit academic success for culturally diverse students.