Jim Cummins Requirements for presentation: By Valerie Michaud

About James cummins (aka Jim) Born 1949 in Ireland English was his first language At 7, attended a dual language program: 80% Irish & 20% English B.A. Psychology from National University of Ireland (1970) Diploma of Applied Psychology NUI (1971) Ph.D. Educational Psychology from University of Alberta Currently teaches at the Ontario Institute for Studies in Education of the University of Toronto

Cummins’ theory of language acquisition

Threshold hypothesis Positive effects of bilingualism on cognitive growth likely don’t come into effect until a minimum growth (or threshold level) in a second language has occurred. “assumes those aspects of bilingualism which might positively influence cognitive growth are unlikely to come into effect until the child has attained a certain minimum growth or threshold level of competence in a second language” (p.71)

Developmental interdependence hypothesis Proficiency in L2 is partially dependent on the proficiency a student has in L1 at the time when they begin intensive exposure to L2.

Additive Bilingualism: Strong promotion of L1 (majority language) outside of school results in no loss of L1 competence when intensive exposure to L2 (minority language) begins Subtractive Bilingualism: If L1 (minority language) skills are less developed at the beginning of instruction in L2 (majority), it can limit further growth in L1. This in turn can limit growth of L2.

Separate underlying proficiency Belief that stimulation of one language does not affect the other That the languages are “separate balloons”

Common underlying proficiency Interdependent cognitive/academic proficiencies Determines performance of CALP tasks in L1 and L2 For example, the understanding that printed word is meaningful and different from spoken words. Experience with either language will, to a degree, improve proficiency of both Definitely seen in learning Spanish for me

Bics & Calp Cognitive Academic Language Proficiency Manipulation of language in academic content-area Abstract and specialized 5-7 years proficiency for ESL learners Basic Interpersonal Communication Skills Social language Conversational communication with friends and peers Grammar, pronunciation, and vocabulary 2 years proficiency for ESL learners Quote page 112 “…cognitively undemanding manifestations of language proficiency in interpersonal situations.”

iceberg theory

Nature vs nurture Nature Nurture Cummins

Hypothesis: Guiding question: My Research Will there be a difference between a student’s Spanish oral comprehension skills when compared to their English oral comprehension skills? A Catholic Private school in N. Texas Two Fourth-Grade students 1 boy & 1 girl Hypothesis: I believe that a student’s oral comprehension skills in Spanish will be lower than their English oral comprehension skills.

The student filled out a self-evaluation pertaining to their background in Spanish and English Listened to a pre-recorded passage in English and then listened to three pre-recorded questions Repeated with a pre-recorded passage in Spanish

No (My mom does teach me.) Questions 2A:Female 3A:Male Do you speak Spanish at home? Yes (sometimes) Yes Do you speak English at home? Do you read any books in Spanish? If so, have you read any recently? No Do you remember the titles? Please list a few of them: N/A Do you remember at what age you started school in English? If so, at what age: 4 3 Did you ever attend a school in Spanish? If so, at what ages: Do you take Spanish classes now? No (My mom does teach me.) When somebody is speaking to you in Spanish, how much do you understand? Most All When somebody is speaking to you in English, how much do you understand?

English oral comprehension Student 2A Student 3A

Spanish oral comprehension Student 2A Student 3A *note that although the passage and questions were in Spanish, the students answered in English

Comparing English & Spanish CONCLUSION: The students’ oral comprehension skills were better in Spanish than in English. Opposite of my hypothesis! 2A: English: 1 question correct Spanish: 1 question correct and 1 question ½ credit 3A: English: no questions correct Spanish: 2 questions correct and 1 question ½ credit 1* 1.5* 2.5* *Out of 3 questions

Why? Because they speak Spanish at home and read books in Spanish, they were continuing to develop BICS and CALP. Vocabulary-Concept Knowledge: understanding of relationship between word and concept/meaning Interesting that for both 2A and 3A they each had one English question (different ones) that they didn’t even have a guess for. But they both had answers/attempts for all the questions in Spanish.

Why? Students began at ages 3 and 4 Both students are 9 Range: (8-10) and (9-11), respectively

Limitations Background noise Other students/siblings walking by Only had 2 students Missing questions from evaluation Quality/consistency of pre-recorded passages