ERIC Number: ED336957
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
The Theoretical Framework of Jim Cummins: A Review and Critique.
Baral, David P.
In recent years, the theoretical framework of Jim Cummins has been widely discussed by bilingual educators. This paper traces the evolution of Cummins' theory and examines the criticisms which have been raised against it. The first part of the paper discusses the major elements of his theory of bilingual proficiency: the threshhold hypothesis, the developmental interdependence hypothesis, and the Basic Interpersonal Communication Skills/Cognitive-Academic Language Proficiency dichotomy. Cummins' use of sociocultural variables such as "bicultural ambivalence" and his recent analysis of the empowerment of minority students are then considered. The paper concludes with a general summation of Cummins' work. Although critics note Cummins' lack of attention to sociocultural factors influencing second language learning, it is argued that he has made major contributions to the development of a theoretical basis for bilingual education. A 29-item bibliography is included. (Author/MSE)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Basic Interpersonal Communicative Skills; Cognitive Academic Language Proficiency; Cummins (James); Developmental Interdependence Hypothesis
Note: In: Theory, Research and Applications: Selected Papers from the Annual Meeting of the National Association for Bilingual Education (16th, Denver, Colorado, March 30-April 3, 1987); see FL 019 511.