nd reconstruction of the external reality of those learning bilingualism, “Schools do hold out the possibility of critical analysis and reconstruction of social reality through meaningful dialogue between teachers and students, by a process termed ‘transformative education,’ which differs from the traditional reproductive educations, as ‘creative education,’” (Flor Ada, 1986: 387).
Those who oppose creative education and bilingualism often feel that the communication and cognitive skills that will most aid a student’s development should be learned in the child’s primary language. However, as Flor Ada (1986: 388) argues, “these reasoning processes, once developed i
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