Schooling and Language Minority Students: A Theoretical Framework

By Charles F. Leyba. 2005

368 citations recorded by the source corpus.

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BICS and CALP: Empirical and Theoretical Status of the Distinction (2015, background): “The relevance of the BICS/CALP distinction for bilingual students’ academic development was reinforced by two research studies (Cummins, 1980, 1981b) showing that educators and policy-makers frequently conflated conversational and academic dimensions of English language proficiency and that this…”
Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan (2005, background): “Cummins’s well-known interdependence hypothesis predicts that a student’s L1 literacy skills are transferable to L2 literacy skills in an adequate literacy environment (Cummins, 1981; 2000).”
How Language Proficiency Tests Mislead Us about Ability: Implications for English Language Learner Placement in Special Education (2006, methodology): “Cummins (1979) argued that ‘‘semilingualism’’—later termed ‘‘limited bilingualism’’ (Cummins, 1981)—could be used to explain bilingual students’ difficulties at school as part of the threshold hypothesis.”