Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts

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Jim Cummins

Rethinking the Education of Multilingual Learners

A Critical Analysis of Theoretical Concepts

Jim Cummins

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English

Multilingual Matters
06 September 2021

Bilingualism & multilingualism; Language teaching theory & methods; Teaching of special educational needs

Series: Linguistic Diversity and Language Rights

Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory - Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory - in a way that significantly clarifies this controversial concept.

By: Jim Cummins
Imprint: Multilingual Matters
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 24mm
Weight: 710g
ISBN: 9781800413573
ISBN 10: 1800413572
Series: Linguistic Diversity and Language Rights
Pages: 464
Publication Date: 06 September 2021
Audience: College/higher education , Professional and scholarly , Further / Higher Education , Undergraduate
Format: Paperback
Publisher's Status: Unspecified

Acknowledgements Lily Wong Fillmore: Foreword Series Editor’s Preface Tove Skutnabb-Kangas: Preface Part 1: Evolution of a Theoretical Framework: A Personal Account Chapter 1. Core Ideas and Background Influences Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development Chapter 4. Language Proficiency and Academic Achievement Chapter 5. Power Relations in School: Constructing or Constricting Identities? Chapter 6. Reversing Underachievement: An Integrated Framework Part 2: Critical Analysis of Competing Theoretical Claims Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims? Chapter 8. Is ‘Academic Language’ a Legitimate Theoretical Construct? Chapter 9. Are ‘Linguistic Interdependence’ and the ‘Common Underlying Proficiency’ Legitimate Theoretical Constructs? Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis Part 3: Instructional Practice in Dialogue with Theoretical Concepts Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy About the Author References Index

Jim Cummins is Professor Emeritus at the University of Toronto, Canada and has spent the past 40 years researching and working with multilingual learners across the world. His controversial theoretical distinction between conversational versus academic language proficiency is a key topic in pre-service and professional development related to the education of multilingual students who are learning the language of instruction.

Reviews for Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts

In this book, Jim Cummins not only presents his ideas and writings, giving insights into their origins and evolution, but importantly, he answers his critics. The volume provides an up-to-date analysis of translanguaging, considering its strengths and its criticisms, and offers practical translanguaging ideas for classrooms and curriculum activities. This book is Jim Cummins' finest contribution to the literature. * Colin Baker, Emeritus Professor, Bangor University, UK *