Cummins, Jim 1949-

Overview

Works:	221 works in 717 publications in 3 languages and 15,842 library holdings
Genres:	Case studies Cross-cultural studies Conference papers and proceedings Abstracts
Roles:	Author, Editor, Author of introduction, Other, Creator, Interviewee
Classifications:	LC3731, 370.11750973

Publication Timeline

Most widely held works about Jim Cummins

Curriculum related assessment, Cummins and bilingual children( Book )
The effects of L1 and L2 instruction on the metalinguistic awareness of Spanish-speaking children : a dissertation ... by René Merino G.( Book )
[J. Cummins : Art & Artist Files (Australia and New Zealand)] by Jim Cummins( Book )
"Beyond inclusion" : a review of ethnographies of Latino students related to James Cummins' model for the empowerment of minority students by Costanza Eggers-Piérola( )
J. Cummins, involved in a mining accident in Queensland( )

Most widely held works by Jim Cummins

Bilingualism and special education : issues in assessment and pedagogy by Angel Lin( Book )

57 editions published between 1984 and 2010 in English and Spanish and held by 1,051 WorldCat member libraries worldwide

This volume provides a comprehensive account of the implementation of bilingual education programs in countries throughout the world. Bilingual programs have been implemented to achieve a variety of educational and social goals in different contexts. Some programs are intended to support the maintenance of national minority languages or to revitalize languages whose long-term survival is threatened; others aim to help recent immigrants succeed academically while making the transition to instruction taught primarily through the majority language of the society. In addition, bilingual programs have been used to teach additional languages to students from the majority or dominant language group. Similar theoretical principles underlie the development of bilingual conversational and academic skills in all these diverse contexts. For academics, graduate students, and policy-makers, this volume clearly outlines the social and educational goals that can be achieved through bilingual education. It also highlights the need to take account of the complex political context of inter-group relationships within which bilingual programs are inevitably embedded

Brave new schools : challenging cultural illiteracy through global learning networks by Jim Cummins( Book )

21 editions published between 1995 and 1997 in English and held by 752 WorldCat member libraries worldwide

Explores how the advent of the Internet is transforming schools by giving students a global connection that crosses geographical and cultural barriers. Includes case studies and a listing of networking resources

Language, power, and pedagogy : bilingual children in the crossfire by Jim Cummins( Book )

40 editions published between 2000 and 2010 in English and Spanish and held by 573 WorldCat member libraries worldwide

"This volume focuses not only on issues of language learning and teaching but also highlights the ways in which power relations in the wider society affect patterns of teacher-student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society."--Jacket

Minority education : from shame to struggle by Tove Skutnabb-Kangas( Book )

16 editions published in 1988 in 3 languages and held by 565 WorldCat member libraries worldwide

Bilingualism in education : aspects of theory, research, and practice by Jim Cummins( Book )

46 editions published between 1986 and 2014 in English and Undetermined and held by 538 WorldCat member libraries worldwide

This is a remarkably interesting and useful book ... it makes a significant contribution to our knowledge and understanding of both bilingualism and education.'' Journal of Education Policy

Cultural diversity in schools : from rhetoric to practice by Robert A DeVillar( Book )

13 editions published in 1994 in English and held by 396 WorldCat member libraries worldwide

This book addresses the patterns of school failure that are often faced by subordinated minority groups in the United States by presenting a socioacademic framework based on the notion that all groups can have comparable access to quality schooling, can realize comparable participation in the schooling, and can derive comparable education benefits from their participation. Organized around three key interrelated components--communication, integration, and cooperation--the book combines theoretical concepts with actual classroom practices that support change. Chapters and their authors are as follows: "The Rhetoric and Practice of Cultural Diversity in U.S. Schools: Socialization, Resocialization, and Quality Schooling" (Robert A. DeVillar); "Cooperative Learning in the Culturally Diverse Classroom" (David W. Johnson and Roger T. Johnson); "Building Bridges for the Future: Anthropological Contributions to Diversity and Classroom Practices" (Steven F. Arvizu); "Responding Successfully to Cultural Diversity in Our Schools: The Teacher Connection" (Robert D. Milk); "Mentoring, Peer Coaching, and Support Systems for First-Year Minority/Bilingual Teachers" (Margarita Calderon); "Cooperative Learning for Language-Minority Students" (Richard P. Duran); "Influences of l1 Writing Proficiency on l2 Writing Proficiency" (Robert S. Carlisle); "Promoting Positive Cross-Cultural Attitudes and Perceived Competence in Culturally and Linguistically Diverse Classrooms" (Kathryn J. Lindholm); "Managing Behavior in the Culturally Diverse Classroom" (Saundra Scott Sparling);"Effectiveness of Bilingual Education: a Comparison of Various Approaches in an Elementary School District" (Linda Gonzales); "a Communicative Computer Environment for the Acquisition of esl" (Nidia Gonzalez-Edfeldt); "Bilingual Team-Teaching Partnerships over Long Distances: a Technology-Mediated Context for Intragroup Language Attitude Change" (Dennis Sayers); "Teaching Teachers about Computers and Collaborative Problem-Solving" (Howard Budin); "Pedagogical and Research Uses of Computer-Mediated Conferencing" (Armando A. Arias, Jr. And Beryl Bellman); and "The Socioacademic Achievement Model in the Context of Coercive and Collaborative Relations of Power" (Jim Cummins). References follow chapters. Contains author and subject indexes. (Glr)

Multilingual education in practice : using diversity as a resource( Book )

6 editions published in 2003 in English and held by 315 WorldCat member libraries worldwide

Bilingual and ESL classrooms : teaching in multicultural contexts by Carlos Julio Ovando( Book )

1 edition published in 1998 in English and held by 278 WorldCat member libraries worldwide

"The major goal of this book is to take a comprehensive look at research, policy, and effective practices in U.S. schools for students who are from culturally and linguistically diverse backgrounds. The demographic predictions are that students with close connections to their bilingual/bicultural heritages (now labeled 'language minority students' by the federal government) will be very large in number in the near future, becoming the majority in many states over the next three decades. Thus we educators urgently need to provide appropriate, meaningful, and effective schooling for these students, who too often have been underserved by U.S. schools. This book speaks to all educators, with the goal of providing rich examples of effective practices and their underlying research knowledge base" (page xiii)

Empowering minority students by Jim Cummins( Book )

5 editions published between 1987 and 1989 in English and held by 266 WorldCat member libraries worldwide

An introductory reader to the writings of Jim Cummins by Jim Cummins( Book )

9 editions published in 2001 in English and held by 260 WorldCat member libraries worldwide

The contribution of Jim Cummins to bilingualism and bilingual education has been substantial and profound. This reader provides a comprehensive compilation of his most important and influential texts

Negotiating identities : education for empowerment in a diverse society by Jim Cummins( Book )

18 editions published between 1996 and 2001 in English and held by 252 WorldCat member libraries worldwide

Aimed at "empowering" teachers and students in a culturally diverse society, this book suggests that schools must respect student's language and culture, encourage community participation, promote critical literacy, and institute forms of assessment in order to reverse patterns of under-achievement in pupils from varying cultures. The book shows that students who have been failed by schools predominantly come from communities whose languages, cultures and identities have been distorted and devalued in the wider society, and schools have reinforced this pattern of disempowerment

Literacy, technology, and diversity : teaching for success in changing times by Jim Cummins( Book )

7 editions published between 2006 and 2007 in English and held by 240 WorldCat member libraries worldwide

"Authored by some of the most inspirational researchers in the field, Literacy, Technology, and Diversity: Teaching for Success in Changing Times provides a research-based blueprint for implementing pedagogical approaches that promote literacy engagement among low-income and minority students. Extensive case studies of classroom practice document how student diversity and technology can become catalysts for deeper learning. Instead of just pinpointing limitations in today's educational system, Jim Cummins, Kristin Brown and Dennis Sayers move beyond critique and provide powerful action plans to help you in your classroom."--Jacket

International handbook of English language teaching by Jim Cummins( Book )

28 editions published between 2006 and 2007 in English and held by 231 WorldCat member libraries worldwide

"This two volume Handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. The spread of English as a global language is well documented. In countries around the world, English has replaced other languages as the second language taught most frequently and intensively in school. These trends are escalating and have not yet reached their peak. For example, in Japan, pilot projects have been instituted to start teaching English in the primary grades and similar proposals are either being discussed or have been implemented in other countries around the world. Also, bilingual and trilingual programs involving English have increased significantly both in private sector and public sector schools. In short, parental pressure in many contexts has resulted in English language teaching (ELT) being introduced earlier in children's school careers and often being used as a medium of instruction. Increasing demand for English language teaching is also evident among adult learners. Large-scale ELT programs for adult learners have been established in the community and workplace as a result of the globalization of the workforce, concerns to increase economic competitiveness, and a move towards life-long learning. Increased focus on English language teaching has also occurred in countries where English is the dominant language. Many English-speaking countries have experienced dramatic increases in immigration during the past 30 years."--Publisher's website

Bilingualism and minority-language children by Jim Cummins( Book )

11 editions published in 1981 in English and held by 142 WorldCat member libraries worldwide

Transforming education : global perspectives, experiences and implications by Robert A DeVillar( Book )

8 editions published between 2013 and 2014 in English and held by 105 WorldCat member libraries worldwide

This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers' understanding of the nature and complexity of educational transformation in a global context. The book's comprehensive analysis of factors associated with transforming education within globally representativ

Policy report : language and literacy learning in bilingual instruction by Jim Cummins( Book )

6 editions published in 1983 in English and held by 104 WorldCat member libraries worldwide

Identity texts : the collaborative creation of power in multilingual schools by Margaret Early( Book )

9 editions published between 2010 and 2011 in English and held by 99 WorldCat member libraries worldwide

This book shows how identity texts have engaged school students around the world. The term identity texts were first used in the Canada-wide Multiliteracies Project to describe a wide variety of creative work by students, led by classroom teachers: collaborative inquiry, literary narratives, dramatic and multimodal performances. The identity texts that were produced held up a mirror to the students which reflected their identities back to them in a positive light

Heritage language education : issues and directions : proceedings of a conference organized by the Multiculturalism Directorate of the Department of the Secretary of State, Saskatoon, June 1981 by Canada( Book )

12 editions published in 1983 in English and held by 76 WorldCat member libraries worldwide

Children's literature in multilingual classrooms : from multiliteracy to multimodality by Christine Hélot( Book )

4 editions published in 2014 in English and held by 64 WorldCat member libraries worldwide

La 4e de couv. indique : "In the true multilingual classroom, children use a variety of languages to learn: their home languages, the school language, foreign and second languages offered in the curriculum, minority languages, endangered languages. Transforming our monolingual classrooms into spaces where a multiplicity of languages can thrive remains a pedagogical challenge for most teachers, but greatly enhances the children's learning. The authors in this collection describe inspirational initiatives in the teaching of literacy and the role of children's literature in multilingual primary classrooms. Accounts by teachers and researchers from the UK, Canada, France, New Zealand, Finland, Spain and Austria of recent innovative classroom-based research projects illustrate new conceptualizations of multilingual literacies and their pedagogical impact in the various teaching contexts. The book explores new forms of pedagogy and presents inspiring examples, such as the 'Little Books', that teachers can adapt to the circumstances and interests of all the children in their classrooms. Every teacher educator, and any school with children who speak languages other than the official one, needs this book."

Language, Power and Pedagogy : Bilingual Children in the Crossfire. Bilingual Education and Bilingualism, Volume 23 by Jim Cummins( )

1 edition published in 2000 in English and held by 0 WorldCat member libraries worldwide

Population mobility is at an all-time high in human history. One result of this unprecedented movement of peoples around the world is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policy-makers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the d