Jim Cummins

Definition

Jim Cummins is a prominent educational researcher known for his work in bilingual education and second language acquisition. His theories, particularly the distinction between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), have greatly influenced how educators understand language learning in bilingual settings. His contributions help clarify the cognitive demands of acquiring a second language and the importance of supporting bilingual learners in both social and academic contexts.

5 Must Know Facts For Your Next Test

1. Jim Cummins introduced the concepts of BICS and CALP to highlight the differences between conversational and academic language skills, emphasizing that they develop at different rates.
2. Cummins' research argues that students need support in both BICS and CALP to thrive academically, as mastery of social language alone is not sufficient for success in school settings.
3. He has advocated for culturally responsive teaching practices that recognize and build on students' linguistic backgrounds and identities.
4. Cummins emphasizes the importance of high expectations for bilingual students, arguing that they are capable of achieving academic success when provided with the right support.
5. His work has led to greater awareness of the cognitive aspects of bilingualism, prompting educational systems to rethink approaches to language instruction and assessment.

Review Questions

• How do BICS and CALP differ, and why is this distinction important for understanding second language acquisition?
  • BICS refers to Basic Interpersonal Communication Skills, which are necessary for everyday conversations, while CALP involves Cognitive Academic Language Proficiency, which is essential for academic success. This distinction is crucial because it illustrates that while learners might become conversationally fluent in a second language quickly, they may struggle with the complex language required for academic tasks. Educators must understand this difference to provide appropriate support for bilingual students in both social and academic contexts.
• What implications does Jim Cummins' research have for teaching practices in bilingual education?
  • Cummins' research highlights the necessity of providing comprehensive support for bilingual learners, addressing both their social and academic language needs. This means implementing teaching practices that nurture students' development in both BICS and CALP. Teachers are encouraged to create a culturally responsive environment that validates students' linguistic backgrounds while also maintaining high expectations for their academic performance. Such an approach leads to more effective learning experiences for bilingual students.
• Evaluate how Cummins' Threshold Hypothesis impacts the design of programs for bilingual education.
  • Cummins' Threshold Hypothesis asserts that achieving a certain level of proficiency in a first language is critical before a student can successfully learn a second language. This insight impacts program design by stressing the importance of fostering strong foundational skills in students' native languages. Bilingual education programs must ensure that students are not only learning English or another second language but also developing their first language skills simultaneously. This dual focus helps to maintain linguistic identity while promoting overall academic achievement.

Related terms

BICS: Basic Interpersonal Communication Skills refer to the language skills needed for everyday conversational interactions, often acquired more quickly than academic language skills.

CALP: Cognitive Academic Language Proficiency refers to the more complex language skills required for academic success, typically taking longer to develop in second language learners.

Threshold Hypothesis: The Threshold Hypothesis suggests that bilingual individuals must attain a certain level of proficiency in their first language before they can effectively learn a second language.