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documentId=09000016805a219f
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tion that promote learning. In L. B. Resnick, C. S. C. Asterhan, and S.
N. Clarke (eds.), Socializing Intelligence through Academic Talk and |Di-
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guages: Learning, Teaching, Assessment. Cambridge: Cambridge Univer-
sity Press.
Cummins, J. (1986) Empowering minority students: A framework for inter-
vention. Harvard Educational Review 56, 18–36.
Cummins, J. (in press) Translanguaging: A critical analysis of theoretical
claims. In P. Juvonen and M. Källkvist (eds.) Pedagogical Translanguag-
ing: Theoretical, Methodological and Empirical Perspectives. Bristol: Mul-
tilingual Matters.
Ellis, N. C., and Wulff, S. (2019). Cognitive approaches to second language ac-
quisition. In J. W. Schwieter and A. Benati (eds.), The Cambridge Hand-
book of Language Learning, pp. 41–61. Cambridge: Cambridge Universi-
ty Press.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective.
Chichester: Wiley-Blackwell.
García, O. (2018).The multiplicities of multilingual interaction. International
Journal of Bilingual Education and Bilingualism 21(7), 881–891.
García, O., and Li Wei (2014) .Translanguaging: Language, Bilingualism and
Education. New York: Palgrave Macmillan.
Government of Ireland (1999) Primary School Curriculum: Introduction/Cura-
clam na Bunscoile: Réamhrá. Dublin Stationery Office.
Ivanič, R. (2004), Discourses of writing and learning to write. Language and
Education 18(3), 220–245.
Lave, J., and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Partic-
ipation. Cambridge: Cambridge University Press.
Lewis, , G., Jones, B., and Baker, C. (2012). Translanguaging: Origins and de-
velopment from school to street and beyond. Educational Research and
Evaluation 18(7), 641–654.
306
tercultural education as a project. Strasbourg: Council of Europe. https://
rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?-
documentId=09000016805a219f
Chi, M. T. H., and Menekse, M. (2015). Dialogue patterns in peer collabora-
tion that promote learning. In L. B. Resnick, C. S. C. Asterhan, and S.
N. Clarke (eds.), Socializing Intelligence through Academic Talk and |Di-
alogue (pp. 262–274). Washington, DC: American Educational Research
Association
Council of Europe (2001). Common European Framework of Reference for Lan-
guages: Learning, Teaching, Assessment. Cambridge: Cambridge Univer-
sity Press.
Cummins, J. (1986) Empowering minority students: A framework for inter-
vention. Harvard Educational Review 56, 18–36.
Cummins, J. (in press) Translanguaging: A critical analysis of theoretical
claims. In P. Juvonen and M. Källkvist (eds.) Pedagogical Translanguag-
ing: Theoretical, Methodological and Empirical Perspectives. Bristol: Mul-
tilingual Matters.
Ellis, N. C., and Wulff, S. (2019). Cognitive approaches to second language ac-
quisition. In J. W. Schwieter and A. Benati (eds.), The Cambridge Hand-
book of Language Learning, pp. 41–61. Cambridge: Cambridge Universi-
ty Press.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective.
Chichester: Wiley-Blackwell.
García, O. (2018).The multiplicities of multilingual interaction. International
Journal of Bilingual Education and Bilingualism 21(7), 881–891.
García, O., and Li Wei (2014) .Translanguaging: Language, Bilingualism and
Education. New York: Palgrave Macmillan.
Government of Ireland (1999) Primary School Curriculum: Introduction/Cura-
clam na Bunscoile: Réamhrá. Dublin Stationery Office.
Ivanič, R. (2004), Discourses of writing and learning to write. Language and
Education 18(3), 220–245.
Lave, J., and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Partic-
ipation. Cambridge: Cambridge University Press.
Lewis, , G., Jones, B., and Baker, C. (2012). Translanguaging: Origins and de-
velopment from school to street and beyond. Educational Research and
Evaluation 18(7), 641–654.
306
