Jim cummins' theory
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Dr. Jim Cummins
Dr. Jim Cummins is a Professor with the department of Curriculum, Teaching, and Learning at OISE. Dr. Cummins holds a Canada Resarch Chair (Tier 1) and has been a recipient of the International Reading Association’s Albert J. Harris award (1979). He also received an honorary doctorate in Humane Letters from the Bank Street College of Education in New York City (1997).
In recent years, he has been a co-investigator on a large-scale SSHRC-funded project entitled “From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy.” He is currently involved in a project to validate the Ontario Ministry of Education’s Steps to English Proficiency assessment tool. He is also conducting a research review on English Language Learners’ academic trajectories.
Dr. Cummins has co-authored several books on literacies in education, and has seen his work translated into Japanese and Spanish.
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BIOGRAPHICAL STATEMENT: Jim Cummins
Jim Cummins received his Ph.D. in 1974 from the University of Alberta in the area of educational psychology. He is currently a professor in the Department of Curriculum, Teaching, Learning in the Ontario Institute for Studies in Education of the University of Toronto. His research has focused on the nature of language proficiency and second language acquisition with particular emphasis on the social and educational barriers that limit academic success for culturally diverse students. He has served as a consultant on language planning in education to numerous international agencies. His publications include: Bilingualism and Special Education: Issues in Assessment and Pedagogy (Multilingual Matters, 1984); Bilingualism in Education: Aspects of Theory, Research and Practice (with Merrill Swain; Longman, 1986); Minority Education: From Shame to Struggle (with Tove Skutnabb-Kangas; Multilingual Matters, 1988); Empowering Minority Students (California Association for Bilingual Education, 1989); Heritage Languag 1. Setting the Context for the Presentation and Purpose "The contradictions California faces in regards to Bilingual education (policy, public perception, direct leadership by administrators and teachers, etc.)... Leadership starts with individual teachers... when [they] walk in the classroom door, [they] have choices." 2. What Do We Mean by "Empowerment"? "Empowerment is a word that is being debased in many ways... it is important to define this term... if we know what it means... it opens up perspectives in terms of where we need to go." 3. Power Relations Framework: Macro-interactions "[The framework discussed in Negotiating Identity] Frames where we are and highlights the fact that If we are going to talk about empowerment, it is important to talk about power relationships..." 4. The Pedagogical Divide "One of the things that has always been there... working class kids, low-income kids, racial and/or minorities tend to experience forms of pedagogy that are different in many respects by those [that] affl
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