Affirming identity in multilingual classrooms

By J. Cummins, V. Bismilla, P. Chow, S. Cohen, Frances Giampapa, L. Leoni, P. Sandhu, P. Śāstrī. 2005

242 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Rethinking monolingual instructional strategies in multilingual classrooms (2007, methodology): “As illustrated by Manyak’s (2004) research and the Cummins et al. (2005) case study, implementation of bilingual instructional strategies in the classroom can promote identities of competence among language learners from socially marginalized groups, thereby enabling them to engage more confidently…”
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners (2013, background): “Such knowledge helps teachers to link new language and content learning with students’ background experiences and prior learning (Cummins, 2001; Cummins et al., 2005).”
Constructivism in Practice: The Case for English Language Learners (2012, background): “Furthermore, Cummins et al. (2005) assert that these two main concepts are essential to academic success for English Language Learners: Students should be incorporating their native language and academic ability from their previous experiences into their English academic life, and students should be”