Jim Cummins

Definition

Jim Cummins is a prominent educational researcher known for his work on bilingualism and multilingualism, particularly in the context of language acquisition and education. His theories emphasize the importance of both social and cognitive factors in the development of language proficiency among bilingual learners. Cummins is widely recognized for his concepts such as 'Basic Interpersonal Communicative Skills' (BICS) and 'Cognitive Academic Language Proficiency' (CALP), which help in understanding the differences in language skills needed for everyday communication versus academic success.

5 Must Know Facts For Your Next Test

1. Cummins proposed that BICS typically develops within 6 months to 2 years, while CALP can take 5 to 7 years or longer to achieve proficiency.
2. He emphasized the role of a supportive school environment and home literacy practices in fostering successful bilingual education.
3. Cummins introduced the concept of the 'Iceberg Model' to illustrate that while surface-level language skills may appear separate, underlying cognitive skills are shared across languages.
4. His work has significantly influenced language policy and educational practices, particularly for English Language Learners (ELLs) in diverse classroom settings.
5. Cummins advocates for maintaining a child's first language while acquiring a second language to promote cognitive development and academic success.

Review Questions

• How do Jim Cummins' concepts of BICS and CALP differentiate between social and academic language skills?
  • Jim Cummins' concepts of BICS and CALP highlight the distinction between everyday conversational skills and those required for academic achievement. BICS encompasses the basic social language abilities needed for informal interactions, which can be acquired relatively quickly. In contrast, CALP involves more complex language use related to academic contexts, such as reading comprehension and technical vocabulary, which often takes much longer to develop. This differentiation helps educators understand the challenges faced by bilingual students in both social and educational settings.
• Discuss how Jim Cummins' Iceberg Model contributes to our understanding of bilingualism in education.
  • Cummins' Iceberg Model illustrates that while BICS and CALP may seem distinct on the surface, they share underlying cognitive processes. This visual metaphor suggests that both types of language proficiency are interconnected at a deeper level, indicating that developing skills in one language can positively influence skills in another. By recognizing this connection, educators can implement strategies that support both social and academic language development, ultimately benefiting bilingual learners in their educational journeys.
• Evaluate the implications of Cummins' research on bilingual education policies and practices in contemporary classrooms.
  • Jim Cummins' research has significant implications for bilingual education policies and practices today. His emphasis on maintaining a child's first language while acquiring a second language underscores the importance of culturally responsive teaching methods that validate students' linguistic backgrounds. Additionally, his work advocates for structured support systems that facilitate both BICS and CALP development, ensuring that bilingual students receive equitable access to quality education. As schools strive to create inclusive environments, Cummins’ theories guide educators in recognizing the value of bilingualism as an asset rather than a barrier to learning.

Related terms

BICS: Basic Interpersonal Communicative Skills refer to the social language skills needed for everyday interactions, typically developed more quickly than academic language proficiency.

CALP: Cognitive Academic Language Proficiency describes the advanced language skills required for academic success, which take longer to develop in bilingual learners.

Translanguaging:

A pedagogical approach that recognizes the fluid use of multiple languages by bilinguals, allowing students to leverage all their linguistic resources in learning.