Best Selling Books by Jim Cummins

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. The book also provides a detailed biographical introduction and a commentary on the growth of ideas over three decades.

As linguistic diversity increases in countries around the world, policy-makers and educators are faced with complex and conflictual issues regarding appropriate ways of educating a multilingual school population. This volume reviews the research and theory relating to instruction and assessment of bilingual pupils, focusing not only on issues of language learning and teaching but also the ways in which power relations in the wider society affect patterns of teacher-pupil interaction in the classroom.

This book examines the effectiveness of alternatives to assessment and pedagogical practices for bilingual children. A central theme of the book is that practice can be improved only by a thorough re-examination of the assumptions underlying the special education enterprise.

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

Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept.

An invaluable resource for both practicing and pre-service teachers, this long-awaited book offers a fresh and much-needed point of view of how to "rethink" literacy and technology in today''s diverse classrooms. Authored by some of the most respected researchers in the field today, Literacy, Technology, and Diversity reflects on the idea that great expectations are achievable through educational projects that foster academic growth, with classroom diversity and technology as catalysts for deeper learning, and that a narrow focus ongrade expectations yields superficial results. Arguing today''s learning principles need to incorporate the core values of community learning, critical pedagogy, multilingualism, anti-racist education, high academic standards, and technological fluency, Cummins, Sayers and Brown provide a thought-provoking introduction into these learning principles that will inspire the life-long learning of students. Take a peek inside... Provides examples of projects, backed by research-based theories for their effective adaptation to help both pre-service and practicing teachers become more independent and creative in the ways they use technology. Gives useful suggestions on how to effectively integrate literacy and technology into the classroom. Presents Portraits (Case studies) of collaborative projects promoting literacy learning and often involving technology on such topics as: Cognition, Assessment, Community of Learning, and Tools and Resources in Section II (Chapters 5-9). Contains an appendix of short vignettes of exemplary projects that promote learning of standards-based expectations for academic achievement. Includes a complimentary CD-ROM of additional resources for teachers as well as updated portraits on exemplary projects.

The first book in the cultural literacy debate that also considers the new classroom technology available to students, Brave New Schools is a vision of schooling for the twenty-first century. A response to the work of Hirsch and Bloom, as well as a guide for parents and teachers, Brave New Schools describes a world of students, teachers, and parents globally connected by the Internet, thereby able to communicate across geographical and cultural barriers once thought impassable. Brave New Schools also contains a valuable section on K-12 networking resources, lists of published materials available, and descriptions of successful networking activities. Stunning in its implications for the future of learning guided by technology, Brave New Schools offers hopeful solutions to the problems of cultural difference and the future of our children.

This handbook provides an introduction to research findings related to bilingualism in minority-language children, and describes the implications of these findings for issues of current concern in Canadian education. Bilingualism is defined as the production and/or comprehension of two languages by the same individual. The phrase "minority-language children" refers to children whose first language is different from the language of the wider community. The topic is discussed under five headings: (1) issues dealing with bilingual and bicultural education, providing for instruction in a variety of languages, psychological and educational ramifications, and a case study; (2) the historical perspective and the context for bilingualism and bilingual education at present in Canada and in other countries; (3) a presentation of research findings and a consideration of the patterns of bilingualism and cultural identity typically developed by minority children; (4) a review of theories related to learning two languages and a formulation of a cognitive "think tank model" for language learning; and (5) a consideration of the practical implications of the research findings for "heritage-language" teachers and minority parents who are eager to promote a high level of first language proficiency. The book concludes with a summary of what is known about bilingualism and children''s development. (AMH)

This book confronts the patterns of school failure often faced by subordinated minority groups in the United States. It does so by presenting a socioacademic framework that is based on the notion that all groups can have comparable access to quality schooling, comparable participation in the schooling, and derive comparable educational 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. It moves us from a position of rhetoric about educational equality to one that actively addresses the socioacademic needs of students in a culturally diverse society.

Research literature concerning the effects of incorporating the heritage languages of minority students into the regular school curriculum either as subjects or as mediums of instruction is reviewed. Program evaluations from Canada, the United States, and Europe consistently show that the use of a minority language as a medium of instruction for all or part of the school day entails no long-term loss in the development of academic skills in the majority language. There is also evidence that bilingual programs can both encourage minority parent involvement in their children''s schooling and facilitate the development of minority students'' academic skills. However, this pattern does not invariably emerge in the evaluation data, and further research is required to understand fully the complex interactions that appear to exist between language of instruction and a range of individual, educational, and social factors. Virtually no research data are available on the academic effects of teaching heritage languages as subjects, as opposed to using the languages as a medium of instruction. Also, because most program evaluations focus primarily on academic outcomes, little or no data are available on the impact of bilingual or heritage language programs on the educational system as a whole. Three major policy implications of the research are addressed. (Author/SW)

Video clips are used to demonstrate various techniques used in social work interviews. Text definitions of terms, text synopses of the situations used in the video clips, and a self-paced quiz are also provided in the program. The student guide includes background information on social work techniques, examples, and exercises.

Jim Cummins was born in 1944 and grew up in a small rural community in county Kildare Ireland; he finished school at age 13 and immediately went to work as a farm labourer. He learned to drive trucks at age 17 and later immigrated to Australia where he worked as a miner and learned all about using explosives as part of the job. On returning to work in Ireland he resumed work as a truck driver but soon progressed to senior management and eventually started his own business as co-founder of Primo Oil Company which went on to become a big player in the oil distribution scene in Dublin employing up to 125 people at its height. Jim liked to be adventurous and loved water sports and at one time formed part of the crew in a Trans Atlantic yacht race. He became involved in fundraising for Barretstown the childrens charity and the Make a Wish foundation which is also a childrens charity and went on treks to Brazil, Vietnam, Lesotho and the Inca trail to Macchu Picchu in Peru. Jim and his wife pat also went on charity building projects in Africa building school rooms and an orphanage. In 2011 Jim undertook his greatest adventure to date when he went with his wife Pat to climb Mount Kilimanjaro the worlds highest freestanding mountain. This is the story of Jims journey from Kildare to Climbing Kilimanjaro.

In this book the authors decry the creation of a version of Canadian identity that actively discourages the cultivation of many of its citizens'' languages. If multilingualism is regarded as a valuable asset both for the individual and for society, then why do so many Canadians vehemently oppose the teaching of heritage languages? Why do many parents who demand that their children be given the opportunity to become bilingual in French and English protest angrily at the fact that their tax dollars are being used to teach the languages of immigrant children? Why is it appropriate to promote multilingualism in private schools but not in the public school system? Is multilingualism good for the rich but bad for the poor? Heritage Languages examines the difficulties experienced integrating heritage languages into official curricula, and the successful efforts to teach Ukrainian, Italian, Hebrew, ASL, Portuguese and Punjabi in Canadian classrooms. An Our Schools/Our Selves book.

Jim Cummins offers answers to the problems of the devaluation of children because of their ethnic, social or cultural backgrounds in this revised and expanded edition.

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.

"myView Literacy is a comprehensive English Language Arts (ELA) curriculum for students in Grades K-5. It provides a balanced approach to teaching reading, writing, speaking, listening, and thinking through Reading and Writing Workshops. The all-new, print and digital curriculum includes authentic texts and minilessons, flexible resources, and meaningful differentiation."--Publisher''s website.

Everyone has a story. What''s yours? myWorld Social Studies utilizes storytelling to bring Social Studies content to life. Our exclusive interactive digital solution makes Social Studies personal for every student in a way that''s easier for you. With myWorld Social Studies, you can get to the heart of Social Studies in the time you have. Connect Connect to Social Studies like never before! We connect to students'' emotions through stories, preparing them to learn. Learn about: myStory spark myStory Video Experience Experience interactive social studies! Students experience content through interactive presentations and activities. Learn about: Student Interactive Worktext myStory Ideas Digital Presentations Leveled Readers Understand Understand Social Studies content deeply and permanently! Students demonstrate understanding by writing stories based on each chapter''s content and current events. Learn about: myWorld Activites myStory Book Assessment