The embedding of the BICS/CALP distinction within a broader framework of academic development in culturally and linguistically diverse contexts that specifies the role of societal power relations in framing teacher-student interactions and determining the social organization of schooling (Cummins, 1986, 2001).
Teacher-student interactions are seen as a process of negotiating identities, reflecting to varying degrees coercive or collaborative relations of power in the wider society. This socialization process within the school determines the extent to which students will engage academically and gain access to the academic registers of schooling.
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