1. Jim Cummins
Requirements for presentation:
By Valerie Michaud

2. 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

3. Cummins’ theory of language acquisition

4. 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)

5. 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.

6. 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.

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

8. 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

9. 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.”

10. iceberg theory

11. Nature vs nurture
Nature
Nurture
Cummins

12. 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.

13. 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

14. 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?

15. English oral comprehension
Student 2A
Student 3A

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

17. 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

18. 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.

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

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