Rethinking the Education of Multilingual Learners - (Linguistic Diversity and Language Rights) by Jim Cummins (Paperback)
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<p/><br></br><p><b> About the Book </b></p></br></br><p>Over the past 40 years, Jim Cummins has originated theories which have had a profound effect on the education of multilingual learners across the world. In this book he traces the development of these theories, and addresses the critiques they have received and their subsequent impact on his thinking and the application of his theories in schools.</p><p/><br></br><p><b> Book Synopsis </b></p></br></br>Over the past 40 years, Jim Cummins has originated theories including the interdependence hypothesis, the common underlying proficiency and the distinction between conversational and academic language proficiency, which have had a profound and long-lasting effect on the education of multilingual learners across the world. In this book he traces the development and impact of these theories, and addresses the critiques they have received and their subsequent implications on his thinking and the application of his theories in classrooms and in policy. In discussing his own theories, Jim Cummins develops a schema for evaluating theoretical concepts - empirical adequacy, logical coherence, and consequential validity - and applies these to current translanguaging theories, evaluating which theory meets the criteria of theoretical legitimacy more adequately.<p/><br></br><p><b> Review Quotes </b></p></br></br><br>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"<br><br>In this volume Cummins brings the reader along on an inspiring journey that spans over 40 years and offers a unique synthesis of a life-long dedication and contribution within the field of bi- and multilingual education. The journey starts with a retrospective look at Cummins' revolutionary and frontier-pushing theoretical hypothesis on early research in bilingual development within education and ends with presentations of innovative and creative crosslinguistic and multilingual pedagogies.-- "Siv Björklund, Åbo Akademi University, Finland"<br><br>This evidence-based, nuanced and scholarly volume is Cummins at his best. Courteous and collegial, Cummins distinguishes between defensible complementary theory, and enthusiastic but conjectural false dichotomy. The single purpose is to guide educators towards how best multilingual students can learn and succeed if we are to ensure equity and social justice.-- "Kathleen Heugh, University of South Australia, Australia"<br><p/><br></br><p><b> About the Author </b></p></br></br><p>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.</p>
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