Reading and the Bilingual Student: Fact and Friction
This chapter addresses two of the most volatile issues in contemporary educational debate in North America: appropriate ways of teaching reading to both English first language and English language learning (ELL) students; and appropriate ways of promoting academic achievement among bilingual/ELL students. The author outlines the current state of theory and research related to these issues and synthesizes this theory and research in such a way that false oppositions are resolved and implications for effective practice are highlighted.
Cummins, J. (2003).
Reading and the Bilingual Student: Fact and Friction.
In G.G. García (Ed.), English Learners (pp. 2-33). Newark, DE: International Reading Association.