This volume reviews the research and theory relating to instruction and assessment of bilingual pupils, focusing not only on issues of language learning and teaching but also the ways in which power relations in the wider society affect patterns of teacher-pupil interaction in the classroom.

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.