Frontmatter -- Contents -- Acknowledgments -- Part 1: Theory as Dialogue -- 1. Issues and Contexts -- 2. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power -- Part 2: The Nature of Language Proficiency -- 3. Language Proficiency in Academic Contexts -- 4. Critiques of the Conversational/Academic Language Proficiency Distinction -- 5. Assessing Second Language Proficiency Among Adults: DoWeKnow WhatWeAre Measuring? -- 6. Dilemmas of Inclusion: Integrating English Language Learners in Standards-Based Reform -- Part 3: From Bilingual Education to Transformative Pedagogy -- 7. The Threshold and Interdependence Hypotheses Revisited -- 8. Research, Theory and Policy in Bilingual Education: Evaluating the Credibility of Empirical Data -- 9. Challenging the Discourse of Disempowerment Through Collaborative Dialogue -- 10. Transformative Pedagogy: Who Needs It? -- References -- Subject Index