Jim Cummins Books

This book has a practical focus in that it examines the effectiveness of alternatives to traditional assessment and pedagogical practices for bilingual children. However, a central theme of the book is that progress can be made in improving practice only by means of a thorough re-examination of the assumptions underlying the entire special education enterprise, and particularly the diagnostic-prescriptive medical model that dominates much current practice. It argues that despite its laudable intentions, much special education practice with respect to bilingual students is fundamentally misdirected. Concrete suggestions are made both for changing the structure of special education services for bilingual students and for instituting more appropriate assessment and pedagogical practices.

The book explores Jim Cummins' influential theories on multilingual education developed over 40 years. It examines the evolution of these theories, the critiques they have faced, and how these challenges have shaped his perspectives. Additionally, it highlights the practical implications of his work in educational settings, making it a significant resource for understanding the dynamics of multilingual learning.

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.

In both Europe and North America during the past 20 years, controversy has surrounded the education of children from linguistic minority backgrounds. An increasing number of minority children are experiencing difficulties at school and many leave school with no formal qualifications. There are fears among many educators and policy-makers that an entire generation of alienated youth with no future prospects is being produced by western educational systems. This book analyses policy issues regarding the education of minority students in western industrialised societies and presents a number of case studies of programs that have been successful in reversing the pattern of minority students' academic failure. A central theme throughout the volume is that the causes of minority students' academic difficulties are rooted in the power relations between the dominant and subordinate groups in society. Schools have typically reflected and reinforced these power relations through strategies such as punishment of children for speaking their mother tongue at school with the result that minority students have not developed confidence in their own cultural identity or academic abilities. Reversal of minority students' school failure requires that educators set out to enable both minority students and communities to empower themselves. The presentation of case studies in which this empowerment has been successfully achieved is complemented by the perspectives of individuals and minority communities who have been involved in the struggle for educational and linguistic rights of minority children.

Plus de la moitié des enfants scolarisés dans le monde parlent une langue différente à l'école de celle qu'ils utilisent à la maison. Contrairement aux idées reçues, cela ne constitue pas un handicap, bien au contraire. Alors que les "classes internationales" et "bilingues" sont valorisées, l'accueil des élèves dits "allophones" est souvent perçu comme un défi pédagogique. C'est ici qu'intervient le travail de Nathalie Auger et Emmanuelle Le Pichon-Vorstmann, qui soutiennent que ces élèves représentent une opportunité d'apprentissage enrichissante. Elles plaident pour une approche qui ne minimise pas la langue maternelle, mais qui l'intègre comme un atout dans l'enseignement. Leurs propositions visent à créer des situations d'apprentissage dans toutes les disciplines, où la diversité linguistique et culturelle devient un levier pour des acquisitions solides. S'appuyant sur leur expérience et des recherches internationales, les auteures offrent de nombreuses ressources pratiques : fiches, documents, outils et dispositifs pour la classe. De plus, le livre aborde soixante-dix-huit questions recueillies auprès de parents, d'enseignants et d'élèves, permettant ainsi une exploration enrichissante de ce sujet essentiel.