by Lane Igoudin
Teaching of a second language in the contexts where it is dominant has traditionally been done through immersion in the target language and culture. But the monolingual pedagogy has been increasingly seen as ideologically disempowering (Ryan, 1998; Kubota, 2003), unreflective of the learner’s sociocultural identity (Pavlenko and Blackledge, 2004), economically limiting in a globalized world (Cummins, 2003; Banks, 2004), and, whose success, from a pedagogical standpoint, is questionable (Cummins, 2009; TESOL Quarterly, 2009a). Read more