Dr. jim cummins bics and calp youtube

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Main article: Basic Interpersonal Communicative Skills. Main article: Cognitive Academic Language Proficiency. Bibliography [ edit ]. References [ edit ]. Retrieved 24 January External links [ edit ]. Wikiquote has quotations related to Jim Cummins professor. Authority control databases. A context-embedded task is one in which the student has access to a range of additional visual and oral cues.

For example, he can look at illustrations of what is being talked about or ask questions to confirm understanding. A context-reduced task is one such as listening to a lecture or reading dense text, where there are no sources of help other than the language itself. Clearly, a D quadrant task, which is both cognitively demanding and context- reduced, is likely to be the most difficult for students.

This is particularly true for non-native speakers in their first years of learning English, i. However, it is essential that ESL students develop the ability to accomplish such tasks, since academic success is impossible without it. For more on assessing task difficulty, using Bloom's taxonomy Wikipediaclick the button below. Activities which fall within the category of Knowledge - such as collecting, naming, showing etc.

The degree to which a task is context-embedded depends on the number of channels of information available to the student. So a student who listens to a news report on the radio has only one channel of information - this is a context-reduced learning experience. Compare this with the student who reads a report about the same event in a newspaper article which contains photographs and diagrams.

The student can read at her own speed and has access to a dictionary. If she can also ask another student or her parents to explain parts of the text, then she has many channels of information available to her.

Dr. jim cummins bics and calp youtube

This is clearly a context-embedded activity and as a result is much more manageable. It is difficult to see the value of any tasks that are cognitively undemanding and context-reduced. Copying a list of the kings and queens of England from a textbook to an exercise book is an example of such an activity. It is sometimes called busy work.

If teachers have an awareness of the likely difficulty of a task, based on Cummins' model, they can judge its appropriateness for the non-native speakers in their classes and in this way avoid much frustration. This does not mean, however, that ESL students should be fed a diet of cognitively-undemanding tasks. It may be beneficial to use such activities in the student's early days at school, in order to build confidence, or as a lead in to a more challenging activity.

However, teachers should switch soon to tasks that engage the students' thinking processes, and make these tasks accessible by providing visual or other support. Once students are comfortable with such activities, they can be gradually exposed to tasks that are both cognitively-demanding and context-reduced. For an interesting discussion of what happens when teachers start with a D quadrant task and then have to modify it to avoid embarrassment and confusion in the classroom, see the Mackay article listed in the references below.

Coelho, see reference below, has a useful example of how to use the quadrant in designing support for ESL students doing a science project. Cummins draws the distinction between two types of bilingualism. Additive bilingualism is bilingualism in which the first language continues to be developed and the first culture to be valued while the second language is added.

Subtractive bilingualism is bilingualism in which the second language is added at the expense of the first language and culture, which diminish as a consequence. Cummins quotes research which suggests students working in an additive bilingual environment succeed to a greater extent than those whose first language and culture are not valued by their schools and by the wider society.

The dangers of subtractive bilingualism for the non-native English speakers in international schools are obviously not so strong as, say, for the children of immigrants to the USA. Teachers and departments should explore ways to incorporate the different cultural backgrounds of our students into their daily teaching and curricula.

Cummins' research in the areas of second language acquisition discussed above date from the last century. But his insights and advice continue to have great relevance for language policy makers, administrators and mainstream teachers alike.