Rethinking monolingual instructional strategies in multilingual classrooms

By J. Cummins. 2007

934 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8b34f0c285a70c359cbae995e3a97e6d4093a0e1

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Citations in the corpus

Foreign Language Teaching and Learning (2015, background): “In today’s multilingual classrooms there is a need to revisit the common assumptions that translation from L2 to L1 (or L3 to L2 for that matter) has no place in the teaching of language or literacy, that instruction should be carried out exclusively in the target language without recourse to studen”
Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom (2015, background): “…forms can encourage students to draw from a wide range of resources in their meaning-making tool kits (Gutiérrez, Baquedano-López & Tejada, 1999; Pacheco, David, & Jiménez, 2015) and simultaneously develop their abilities to strategically access these tools (Canagarajah, 2011; Cummins, 2007).”
Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “The purpose here is to foster bidirectional transfer across languages in ways that contribute to reading and writing skills in both languages while supporting students’ overall language proficiency (Cummins, 2007; Lyster et al., 2013).”
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms (2009, background): “Although reactions against the use of L1 have become less strict in recent years than before, according to Cummins (2007), the dominant approach in second language (L2) teaching has advocated no use of L1 in L2 classrooms.”
Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities (2011, background): “…away from discussing an L1/L2 dichotomy, characterizing the way in which languages had been conceptualized in bilingual classrooms as “two solitudes” (Cummins, 2007) and calling for bilingual instructional strategies in the classroom as a way of promoting “identities of competence among language…”
Own-language use in language teaching and learning (2012, background): “Similarly, focusing upon the complex ways in which languages interact in the minds of language learners (i.e. bilingual language users), Cummins (1981, 2007) suggests that, because of interdependence across languages, the development of a skill or proficiency in one language assists in the…”
Teaching Minoritized Students: Are Additive Approaches Legitimate? (2017, background): “…have also increasingly challenged monolingual instructional strategies both within bilingual programs and in mainstream programs that use the dominant language as a medium of instruction (Cenoz & Gorter, 2013; Chumak-Horbatsch, 2012; Creese & Blackledge, 2010; Cummins, 2007; Makalela, 2015).”
Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students’ Willingness to Communicate (2011, background): “Unlike parts of Canada where immersion education must navigate the issues surrounding multilingual classrooms (Cummins, 2007; Swain & Lapkin, 2005), the students in the present study live in a predominantly Anglophone community (Cape Breton County).”
Linking languages through a bilingual read-aloud project (2009, background): “…online C© 2009 Taylor & Francis DOI: 10.1080/09658410903197322 http://www.informaworld.com same time, researchers have begun to question what Cummins (2007) referred to as ‘the two solitudes’ approach, whereby teachers and students are supposed to speak only French during French…”
The effects of biliteracy instruction on morphological awareness (2013, background): “Cummins (2007) in particular has argued that, “learning efficiencies can be achieved if teachers explicitly draw students’ attention to similarities and differences between their languages and reinforce effective learning strategies in a coordinated way across languages” (p. 233; see also Cenoz &…”
Plurilingualism and Curriculum Design: Toward a Synergic Vision (2013, unknown): “…bilingualism (Baker, 2001; Pavlenko, 2011) and multilingualism (Auer & Wei, 2007; Martin-Jones, Blackledge, & Creese, 2012), bilingual education (Cummins, 2000, 2007; Garc ıa, 2009; Martin-Jones & Jones, 2000), and multilingual pedagogies (Garc ıa & Flores, 2012) underlying the SYMPOSIUM…”