J Cummins
Datos Biográficos
| ID | 24253 |
|---|---|
| NOMBRE | J Cummins |
| NOMBRES | J |
| APELLIDO | Cummins |
| FIRMA | CUMMINS J |
| AFILIACIONES | University of Toronto |
| ORCID | 0000-0002-1039-7289 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAS | 185 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1980 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 9 |
Pedagogical translanguaging
How can emerging technologies advance the creation of language-friendly and literacy-friendly schools
The evolution of digital technologies has frequently been hailed as a 'game-changer' in education. However, like previous technological innovations, such as television, these recent developments have failed thus far to demonstrate any significant large-scale improvement in the quality of educational provision or in educational outcomes. The papers in this special issue suggest that there is potential to change this scenario. Digital platforms suc…
Using a web-based multilingual platform to support elementary refugee students in mathematics
This exploratory study reports on the implementation of a novel web-based multilingual learning platform. This tool allows content to be delivered in different languages simultaneously, including languages of the students. In addition, it creates access to content knowledge aligned to the local curriculum, and in doing so, responds to an emerging need of both teachers and learners, in particular in light of an increasing linguistically and cultur…
Critical multilingual language awareness
My commentary initially sketches the evolution of academic discourse in the field of ‘language awareness’ (LA) from a dominant focus on knowledge about language to a focus on ‘critical language awareness’ (CLA) that highlighted the intersections of language and power. This evolution has more recently progressed to an inclusion of ‘multilingualism’ within the realm of CLA which is reflected in the label ‘critical multilingual language awareness’ (…
Teaching for Transfer in Multilingual School Contexts
Teaching Minoritized Students
The emergence in recent years of heteroglossic conceptions of bi/multilingualism and the related construct of translanguaging has raised questions about how these notions relate to more traditional conceptions of additive bilingualism, biliteracy, and the overall academic achievement of minoritized students. In this article, Jim Cummins provides a critical examination of both additive bilingualism and additive approaches to language education to …
Reflections on Cummins (1980), “The Cross‐Lingual Dimensions of Language Proficiency
Intercultural education and academic achievement
The paper reviews quantitative and qualitative research evidence regarding the relationship between intercultural education and academic achievement among students from socially marginalized communities. Intercultural education is conceptualized as including a focus both on generating understanding and respect for diverse cultural traditions and challenging inequitable distribution of resources and educational opportunities across social groups. …
Identity Texts and Academic Achievement
The construct of identity text conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. Despite extensive empirical evidence supporting the impact on academic achievement of both identity affirmation and literacy engagement, these variables have been largely ignored in educational policies and instruc…
Foundation for Learning
Empowerment and Bilingual Education
In educational discourse, the term empowerment has been used predominantly in the context of discussions of equity and social justice.
Pedagogies of choice
The papers in this special issue of of International Journal of Bilingual Education and Bilingualism edited by Shelley K. Taylor and Mitsuyo Sakamoto cover a wide range of educational contexts and issues and they draw on a variety of disciplinary perspectives to interpret the phenomena they analyze. As the editors point out in their introduction, the common thread linking these analyses is the intersection between language and power. In some cont…
Multilingualism in the English‐language Classroom
Literacy and English-Language Learners
Teaching for Transfer
Bics and Calp
Where Immigrant Students Succeed
In this essay review, I argue that spurious inferences have been drawn on the basis of large-scale international achievement data regarding the issue of medium of instruction for immigrant and mino
Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research
In this article, the author argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct systematic phonics instruction in Reading First has resulted in highly teacher-centered and inflexible classroom environments. By privileging these approaches, Reading First ignored the Nation…
Instructional Conditions for Trilingual Development
This paper outlines a framework for academic language learning that highlights the importance of focusing instructionally on meaning, language, and use. Academic language learning refers to the learning of the language registers in L1, L2 or L3 required to function successfully in school contexts where these languages are being used for instruction of academic content. As such, knowledge of academic language is intertwined with both the concepts …
The Light in Their Eyes
Sonia Nieto makes student learning the primary objective of multicultural education. She draws on a host of research in learning styles, multiple intelligences and cognitive theories to portray the way students learn. Nieto then takes the reader beyond individual learners to discuss the social context of learning, educational equity, the influence of culture on learning and critical pedagogy. Centering on multicultural education as a transformati…
Language, Power and Pedagogy
Issues and Contexts
Academic Language Learning, Transformative Pedagogy, and Information Technology
Jim Cummins, Academic Language Learning, Transformative Pedagogy, and Information Technology: Towards a Critical Balance, TESOL Quarterly, Vol. 34, No. 3, TESOL in the 21st Century (Autumn, 2000), pp. 537-548
Bridging Disciplines to Critique a National Research Agenda for Language‐Minority Children's Schooling
Book reviewed in this article: Improving Schooling for Language‐Minority Children: A Research Agenda . Edited by Diane August and Kenji Hakuta. 1997
Research news and Comment
The Cross-Lingual Dimensions of Language Proficiency
It is argued that a dimension of cognitive/academic language proficiency (CALP) can be empirically distinguished from interpersonal communicative skills such as accent and oral fluency in both Li and L2, and that cognitive/ academic proficiencies in both L1 and L2 are manifestations of the same underlying dimension. This analysis of language proficiency and its crosslingual dimensions is applied to the interpretation of data on the effects of bil…
Identity Texts and Academic Achievement
The construct of identity text conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. Despite extensive empirical evidence supporting the impact on academic achievement of both identity affirmation and literacy engagement, these variables have been largely ignored in educational policies and instruc…
Research news and Comment
Alternative Paradigms in Bilingual Education Research
Intercultural education and academic achievement
The paper reviews quantitative and qualitative research evidence regarding the relationship between intercultural education and academic achievement among students from socially marginalized communities. Intercultural education is conceptualized as including a focus both on generating understanding and respect for diverse cultural traditions and challenging inequitable distribution of resources and educational opportunities across social groups. …
Language and literacy acquisition in bilingual contexts
This paper discusses the role of research and theory regarding language and literacy acquisition in planning for bilingual programmes involving lesser used languages. Three psycho‐educational principles are outlined: the additive bilingual enrichment principle, the interdependence principle and the sufficient communicative interaction principle. The role of these principles in the educational language planning process is discussed in the context …
Foundation for Learning
Multilingualism in the English‐language Classroom
Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research
In this article, the author argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct systematic phonics instruction in Reading First has resulted in highly teacher-centered and inflexible classroom environments. By privileging these approaches, Reading First ignored the Nation…
Bilingual Education and English Immersion
The findings of the Ramrez Report indicate that Latino students who received sustained L1 instruction throughout elementary school have better academic prospects than those who received most or all of their instruction through English. This pattern of findings refutes the theoretical assumptions underlying opposition to bilingual education while supporting the theory underlying developmental and two-way bilingual programs
Minority Status and Schooling in Canada
To what extent can we account for the educational achievement data of minority francophone, aboriginal, and African Canadian students using Ogbu's (1978, 1992) distinction between voluntary and involuntary minorities? While Ogbu's distinction is useful in highlighting the impact of status and power relations on student achievement, a more flexible and inclusive framework is needed to account for the variability of academic outcomes and to plan ed…
Psychological assessment of immigrant children
Current assumptions regarding psychological assessment of immigrant and minority language children are examined in this paper. It is argued that immigrant children tend to acquire fluent surface skills in their second language (L2) more rapidly than they develop L2 conceptual and literacy skills. Data are presented which show that immigrant children require, on the average, at least five years of residence in the host country to approach native n…
Academic Language Learning, Transformative Pedagogy, and Information Technology
Jim Cummins, Academic Language Learning, Transformative Pedagogy, and Information Technology: Towards a Critical Balance, TESOL Quarterly, Vol. 34, No. 3, TESOL in the 21st Century (Autumn, 2000), pp. 537-548
Using a web-based multilingual platform to support elementary refugee students in mathematics
This exploratory study reports on the implementation of a novel web-based multilingual learning platform. This tool allows content to be delivered in different languages simultaneously, including languages of the students. In addition, it creates access to content knowledge aligned to the local curriculum, and in doing so, responds to an emerging need of both teachers and learners, in particular in light of an increasing linguistically and cultur…
How can emerging technologies advance the creation of language-friendly and literacy-friendly schools
The evolution of digital technologies has frequently been hailed as a 'game-changer' in education. However, like previous technological innovations, such as television, these recent developments have failed thus far to demonstrate any significant large-scale improvement in the quality of educational provision or in educational outcomes. The papers in this special issue suggest that there is potential to change this scenario. Digital platforms suc…
Reflections on Cummins (1980), “The Cross‐Lingual Dimensions of Language Proficiency
Literacy and English-Language Learners
Bridging Disciplines to Critique a National Research Agenda for Language‐Minority Children's Schooling
Book reviewed in this article: Improving Schooling for Language‐Minority Children: A Research Agenda . Edited by Diane August and Kenji Hakuta. 1997
From the inner city to the global village
The role of the microcomputer in the language classroom is largely determined by the pedagogical model it evokes, which up to now, unfortunately, has generally been the ‘information transmission’ model. Under the alternative ‘interactive/experiential’ model, the microcomputer has the potential for genuinely communicative language education, using international communications networks with facilities for word processing and document transfer. ‘Wri…
The Light in Their Eyes
Sonia Nieto makes student learning the primary objective of multicultural education. She draws on a host of research in learning styles, multiple intelligences and cognitive theories to portray the way students learn. Nieto then takes the reader beyond individual learners to discuss the social context of learning, educational equity, the influence of culture on learning and critical pedagogy. Centering on multicultural education as a transformati…
Psychological assessment of immigrant children
Current assumptions regarding psychological assessment of immigrant and minority language children are examined in this paper. It is argued that immigrant children tend to acquire fluent surface skills in their second language (L2) more rapidly than they develop L2 conceptual and literacy skills. Data are presented which show that immigrant children require, on the average, at least five years of residence in the host country to approach native n…
The Cross-Lingual Dimensions of Language Proficiency
It is argued that a dimension of cognitive/academic language proficiency (CALP) can be empirically distinguished from interpersonal communicative skills such as accent and oral fluency in both Li and L2, and that cognitive/ academic proficiencies in both L1 and L2 are manifestations of the same underlying dimension. This analysis of language proficiency and its crosslingual dimensions is applied to the interpretation of data on the effects of bil…
Age on Arrival and Immigrant Second Language Learning in Canada
Age on Arrival and Immigrant Second Language Learning in Canada
Age on Arrival and Immigrant Second Language Learning in Canada: A Reassessment1 Get access JIM CUMMINS JIM CUMMINS The Ontario Institute for Studies in Education Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume II, Issue 2, Summer 1981, Pages 132–149, https://doi.org/10.1093/applin/II.2.132 Published: 01 July 1981 Article history Received: 01 June 1980 Published: 01 July 1981
Analysis-by-Rhetoric
JIM CUMMINS, MERRILL SWAIN; Analysis-by-Rhetoric: Reading the Text or the Reader's Own Projections? A Reply to Edelsky et al.1, Applied Linguistics, Volume
Reader's response
Empowering Minority Students
Jim Cummins presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education and bilingual education. The author suggests that these attempts have been unsuccessful because they have not altered significantly the relationships between educators and minority students and between schools and minority communities. He offers way…
From the inner city to the global village
The role of the microcomputer in the language classroom is largely determined by the pedagogical model it evokes, which up to now, unfortunately, has generally been the ‘information transmission’ model. Under the alternative ‘interactive/experiential’ model, the microcomputer has the potential for genuinely communicative language education, using international communications networks with facilities for word processing and document transfer. ‘Wri…
Teachers are not Miracle Workers
This article refutes Dunn's claims by discussing the existent cultural/linguistic bias in IQ tests for minority groups. It is argued that IQ tests standardized on a "representative" sample assess only knowledge and skills deemed intelligent within the dominant group, and exclude culturally specific ways in which minority children have learned to demonstrate intelligent behavior. The inevitability of bias against minority cultural/linguistic group…
Language and literacy acquisition in bilingual contexts
This paper discusses the role of research and theory regarding language and literacy acquisition in planning for bilingual programmes involving lesser used languages. Three psycho‐educational principles are outlined: the additive bilingual enrichment principle, the interdependence principle and the sufficient communicative interaction principle. The role of these principles in the educational language planning process is discussed in the context …
Interdependence of first- and second-language proficiency in bilingual children
When children begin the acquisition of a second language (L2), whether in the home or at school, their cognitive resources clearly play a central role in the rapidity and ultimate success with which that language is acquired. Other individual factors, such as motivation, and contextual factors that determine amount and type of exposure to the second language, are also central to the acquisition process and in most situations are likely to interac…
Bilingual Education and English Immersion
The findings of the Ramrez Report indicate that Latino students who received sustained L1 instruction throughout elementary school have better academic prospects than those who received most or all of their instruction through English. This pattern of findings refutes the theoretical assumptions underlying opposition to bilingual education while supporting the theory underlying developmental and two-way bilingual programs
Brave New Schools
Taking Back the Future
Negotiating Identities: Education for Empowerment in a Diverse Society.: Jim Cummins Two Languages at Work: Bilingual Life on the Factory Floor.: Tara Goldstein Critical Pedagogy: Notes From the Real World.: Joan Wink
Minority Status and Schooling in Canada
To what extent can we account for the educational achievement data of minority francophone, aboriginal, and African Canadian students using Ogbu's (1978, 1992) distinction between voluntary and involuntary minorities? While Ogbu's distinction is useful in highlighting the impact of status and power relations on student achievement, a more flexible and inclusive framework is needed to account for the variability of academic outcomes and to plan ed…
Bilingual Education in the United States
A suitable correlation can be made to represent the simulated distillation of heavy oils starting from thennoaravimetric measurements. This method is applicable to hydrocarbons having an initial boiling point equal or greater than 200°C. The simulated thermogravimetric distillation fit was obtained from experiments with the standard compounds obtained from ASTM D-2887-83 (Boiling range distribution of petroleum fractions by gas chromatography). T…
Bridging Disciplines to Critique a National Research Agenda for Language‐Minority Children's Schooling
Book reviewed in this article: Improving Schooling for Language‐Minority Children: A Research Agenda . Edited by Diane August and Kenji Hakuta. 1997
Research news and Comment
Alternative Paradigms in Bilingual Education Research
Language, Power and Pedagogy
Issues and Contexts
Academic Language Learning, Transformative Pedagogy, and Information Technology
Jim Cummins, Academic Language Learning, Transformative Pedagogy, and Information Technology: Towards a Critical Balance, TESOL Quarterly, Vol. 34, No. 3, TESOL in the 21st Century (Autumn, 2000), pp. 537-548
Instructional Conditions for Trilingual Development
This paper outlines a framework for academic language learning that highlights the importance of focusing instructionally on meaning, language, and use. Academic language learning refers to the learning of the language registers in L1, L2 or L3 required to function successfully in school contexts where these languages are being used for instruction of academic content. As such, knowledge of academic language is intertwined with both the concepts …
The Light in Their Eyes
Sonia Nieto makes student learning the primary objective of multicultural education. She draws on a host of research in learning styles, multiple intelligences and cognitive theories to portray the way students learn. Nieto then takes the reader beyond individual learners to discuss the social context of learning, educational equity, the influence of culture on learning and critical pedagogy. Centering on multicultural education as a transformati…
Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research
In this article, the author argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct systematic phonics instruction in Reading First has resulted in highly teacher-centered and inflexible classroom environments. By privileging these approaches, Reading First ignored the Nation…
Psychology (34 obras) · Sociology (32 obras) · Multilingual Education and Policy (28 obras) · Pedagogy (27 obras) · Second Language Learning and Teaching (22 obras) · Linguistics (21 obras) · Mathematics education (21 obras) · Computer Science (15 obras) · EFL/ESL Teaching and Learning (12 obras) · Political science (11 obras)