Jim Cummins' Web  Dealing with Second Language Learning and Literacy Development

   		  Dr. Cummins' Curriculum Vitae 

       

  
 books   academic articles    popular articles   curriculum materials   assessment instruments

Name: James Patrick Cummins

 Rank:  Full Professor

 Status:  Tenured

 Member of Graduate Faculty:  Full

 Date of Preparation: January 2000

 DEGREES:

Ph.D.  

 Diploma   

 B.A. 

 EMPLOYMENT HISTORY:

 1996 - present  

  • Professor, Modern Language Centre, Department of Curriculum, Teaching and Learning, OISE/UT.

 1989 - 1996 

  • Professor,  Modern Language Centre, Department of Curriculum, OISE.

 1992 - 1993  

  • Head, Modern Language Centre, Department of Curriculum, OISE

 1983 - 1989   

  • Associate Professor, Modern Language Centre, Department of Curriculum, OISE.

 1981 - 1983 

  • Assistant Professor, Modern Language Centre, Department of Curriculum, OISE

1980 - 1981  

  • Associated Instructor, Department of Curriculum, OISE

 1978 - 1980 

  • Visiting Professor, Modern Language Centre, Department of Curriculum, OISE

 1976 - 1978   

 1974 - 1976  

 

 HONOURS: 

 May 1997

 1992 

  • Los Angeles County Bilingual Directors Association Award

 1990 

  • English-Speaking Union's Duke of Edinburgh English Language Book Competition (highly commended) The development of second language proficiency. (B. Harley, P. Allen, J. Cummins, M. Swain [Eds.], Cambridge University Press, 1990).

 1979 

SCHOLARLY AND PROFESSIONAL ACTIVITIES:

 Editorial/Advisory Board Memberships:

Journals:

  • Journal of Postcolonial Education (1999 -

  • Educational Researcher (1999 – 

  • Asia Pacific Journal of Language in Education (1998 -           

  • Indian Journal of Applied Linguistics (1978 - 1980)

  • International Education Journal (1984 - 1986)

  • International Journal of Applied Semiotics (1997 –

  • International Journal of Bilingual Education and Bilingualism (1997 -

  • Bilingual Research Journal (1991 -

  • Canadian Modern Language Review (Advisory Committee 1990 - )

  • College ESL (1990 - )

  • Journal of Multilingual and Multicultural Development (1980 -

  • Language Culture and Curriculum (1987 - 

  • NABE Journal (1980 - 1984)

  • Our Schools, Our Selves (1988 - )

  • TESOL Quarterly (1990 - 1994)

  Monograph Series:

  • OISE Monograph Series on "Language and Literacy" (Series editors: J. Cummins, S. Lapkin and M. Swain) (1980-1990)

 Newsletter:

  • Heritage Language Bulletin (1984 - 86)

 Appointments to Commissions/Boards of Directors/Adjudication/ Advisory Committees:

  •  Advisory Editorial Board, Swets & Zeitlinger Publishers, Multilingualism and Linguistic Diversity book series (1999 - 

  • Advisory Board, Dushkin/McGraw-Hill, Annual Editions, Teaching English as a Second Language (1998 –

  • Panel of Judges, 1999 Outstanding Dissertation Competition, National Association for Bilingual Education, 1998.

  • Advisory Board, Su Lin Foundation on Global Education (1996-

  • Language Advisory Board, Scholastic Publishers (1992-94)                          

  • Multiculturalism Canada Adjudication Committee on Heritage Language Innovative Projects (1992).

  • Multicultural History Society of Ontario Encyclopedia Project Board of Advisors (1991-1998) (The Peoples of Canada: An Encyclopedia for the Country).

  • Member of the Scientific Board, University Language Teaching

  • Resource Unit, University of Toronto (1991 -  ).

  • Ontario Ministry of Education Heritage Language Program            Resource Guide Advisory Committee (1989).

  • The Board of Directors, International Centre for Ethnic Studies, Sri Lanka (1988).

  • Organization for Economic Co-operation and Development (OECD) (l985-1991) (Member of Expert Team for Case Studies project, Education and Cultural and Linguistic Pluralism, Centre for Educational Research and Innovation, OECD).

                       

Study/Lecture tours:

          

  • Lecture Series on Bilingualism, Technology, and Literacy, The University of the Aegean, Rhodes, Greece, May 1997 and  May 1998.

  • Lecture Series on Language Learning and Bilingualism at the invitation of the Sophia Institute for International Communication, Sophia University, Toyko, Japan, December 1990. (Published as a monograph in Sophia Linguistica, 29, 1991.

  • Study/Lecture tour of Maori bilingual programs and New Settler education programs at invitation of New Zealand Department of Education (February 1989).

  •  Lecture Series/Consultancy to the Basque Government on development and evaluation of Basque/Spanish bilingual education programs (1986-1987).

                               

Since 1980, I have presented, on average, 12-15 keynote/invited plenary presentations and more than 40 workshops annually to educators on topics related to language learning, bilingual education, English as a second language, multicultural education, special education, technology and education, and educational reform.  In addition to North America, keynote/plenary presentations have been given in Australia, New Zealand, Hong Kong, United Kingdom, The Netherlands, Netherlands Antilles (Curacao), Aruba, Mexico, Italy, Japan, Spain (Catalonia and the Basque Country), France, Ireland, Finland, Sweden, Denmark, Norway, Greece, and Switzerland.

 GRADUATE SUPERVISIONS:

 Completed

 Ph.D.                       20

 Ed.D.                        9

 M.A.                         6

 In Progress

 Ph.D.                        9

 Ed.D.                       

 M.A.                         3

 Ph.D.

 Borg, Carmel

  • Hegemony, catholicism and education as counterdiscourse: Rethinking schooling in Malta. (1991-1995).

 Dodick, David Jonathan

  • A tale of two schools: A comparative case study of computer networking in two schools in the Toronto Board of Education.  (1993-1998).

 Donitsa-Schmidt, Smadar

  • Language maintenance or shift? Determinants of language choice among Soviet immigrants in Israel (1996-1999).

 Esquillo, Marie T.

  • The social and psychological determinants of language shift: The case of the Filipino immigrants in Virginia Beach, Virginia. (1984-1995).

 Fiorucci, Sonia B.

  • Teaching a second language to dialect-speaking students: an exploratory observational study of Italian heritage language classrooms. (1986-1998).

 Gagné, Antoinette

  • A curriculum and pedagogical change: a case study of the implementation of process writing in a suburban French immersion elementary school. (1985-1994).

 Kanno, Yasuko

  • There’s no place like home: Japanese returnees’ identity in transition. (1991-1996).

 Katsaiti, Lilly-Thelka

  • Text remembering and cueing in bilinguals. (1981-1986).

 Lerthirunwong, Malai

  • Problems and attitudes of Indochinese refuguees towards their language maintenance: A case study of the Lao community in Toronto.  (1982-1989).

 Man, Evelyn Yee-Fun

  • Language use and language behaviour of Hong Kong Chinese students in Toronto. (1989-1997).

 Marujo, Maria Manuela Vaz

  • From the margins to the centre? A case study of the integration of culturally diverse students’ first language into the mainstream curriculum of an elementary school. (1989-1999).

 Morgan, Brian David

  • Exploring critical citizenship in a community-based ESL program (1993-1999).

 Nunes, Fernando

  • Portuguese-Canadians and academic underachievement: A community-based, participatory research project. (1989-1999).

 Nygren-Junkin, Lilian

  • The heritage language classroom as a cultural bridge with two-way traffic. (1977-1997).

 Oketani, Hitomi

  • Subtractive to additive bilinguality: A study of relations between bilinguality, academic achievement and socio-psychological factors of second-language generation Japanese-Canadian university students.  (1989-1995).

 Shred Foley, Kathryn

  • Decontextualized language skills and literacy development among Spanish-speaking children.  (1987-1992).

 Smoor, Ellen Marie

  • Conjugate lateral eye movements: Indicator of cognitive activity during mental processing in a structured L1 and L2 learning environment.  (1988-1995).

 Tiede, Katherine Doris

  • Appropriating the discourse of science: A case study of a grade eight science class. (1989-1996).

 Wong, Ruth Yeang Lam

  • Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese.  (1988-1992).

 Wynnckyj, Oksana

  • Learning Ukrainian as a second language. (1987-1993).

 

Ed.D.

 Au, Doris

  • Programming for mother-tongue maintenance and heritage language education for elementary students of Chinese ethnic origin in Toronto. (1987-1995).

 Chan, Ivy

  • The process of mother-tongue maintenance among Chinese adolescent students. (1980-1989).

 Corson, Patricia

  • Anti-bias education in early childhood: Preparing teachers for cultural, linguistic, and racial diversity. (1994-1998).

 Faries, Emily Jane

  • Language education for Northern Native children. (1987-1991).

 Gavigan, William

  • Evaluation of genre-based Grade 9 narrative writing. (1991-1999).

 Kietprawat, Kanchana

  • English as a foreign languge instruction in Phrae province, Thailand. (1980-1984).

 Kim, Young Gon

  • The role of attitudes/motivation in learning a heritage language: A study of Korean language maintenance in Toronto.  (1985-1992).

 O'Donoghue, Fiona Mary

  • Hunger for learning: Developing a professional development model for Nunavut education. (1990-1998).

 Shapka, Brenda

  • Evolution of an inquiry: The application of reflection to my practice. (1985-1993).

 M.A.

 Chitiri, Helena-Fivi

  • Language use patterns and Greek proficiency of the Greek-Canadian child. (1983-1986)

 Drever, Nicholas

  • Frustrated learners: An ethnographic study of the Spanish-speaking students at an inner-city high school in Toronto. (1994-1996).

 Fiorucci, Sonia

  • Attitudes of Italian heritage language teachers towards linguistic variation. (1983-1987).

 Fogarasi, George

  • Loanwor(l)ds: Delineating English in Japan. (1997-1998).

 Pinchero, Renée

  • Integration as ideology: survival ESL and the nation state. (1996-1998).

 Sadeghbeygi, Farangis

  • "Silence" is full of meanings: A study of non-native English-speaking students' participation in tutorial and seminar sessions. (1994-1996).

 External Examiner for Doctoral Dissertations and Master's Theses

D. L. Herrarte. Creatividad y conciencia metalinguistica: Incendencia en el apprendizaje del Ingles como L3. University of the Basque Country, Spain, 1997

 S. G. Kouritzin.  Cast-Away cultures and taboo tongues: Face[t]s of  first language loss. Ph.D. The University of British Columbia, 1997.

H. Roessingh. ESL students and the inclusive high school science class: An investigation into the effects of curriculum restructuring.  Ph.D. The University of Calgary, 1996.

 B. Hall. Sorb-German bilingual education. M.A. Thesis, The University of Adelaide, 1996.

 S. Agbo. Viewpoints of Native people on schooling: Problems and priorities of schooling in Cat Lake, Ontario. Ph.D. The University of British Columbia, 1995.

 K. Uzawa.  Translating the writing processes of adult second language learners.  Ph.D. The University of British Columbia, 1994.

 A. Siu-Ping Wong.  Bilingualism in a functional perspective: The language and content learning of immigrant entrepreneurs.  Ph.D. The University of British Columbia, 1993.

 N. Chiramanee.  EFL reading problems for Thai students.  Ph.D.  The University of Sydney, 1993.

 L. J. Keep.  French immersion attrition: Implications for model building. Ph.D. The University of Alberta, 1993.

 S. Paloma McCaleb. Parent involvement in education during early literacy development: A participatory study with Hispanic, African American, and African parents through dialogue and co-authorship of books.  Ed.D. The University of San Francisco, 1992.

Siak-Lee Poh Chun. Factors related to Chinese language achievement in a bilingual situation.  M.Ed. Thesis, The National University of Singapore, 1991.

 GRADUATE COURSES:

 - Language and the School Curriculum (1313: 1979-1984)

- Bilingualism and Bilingual Education (1337: 1978-1999)

- Research Seminar on Multilingual/Multicultural Education (3318: 1983-1999)

- Literacy Development in Heritage Language Programs (1304:1985)

- Critical Pedagogy, Language and Minority Students (1334:1988-1999)

- Critical Approaches to Language Learning and Bilingual Education with Specific

  Reference to Deaf  Students (1304:1995-1996)

 

EXTERNAL RESEARCH FUNDING:

 

1998 – 2001             Conceptualizing Pedagogy in Culturally and Linguistically Diverse Classrooms, $92,100. (A. Gagné, L. Cameron, J. Cummins). SSHRC.

 

1998 – 2001             Situating Learning in Home, School, and Community: An Action Research Collaboration, $87,130.  (Collaborator; Principal investigator: Sandra Schechter, York University). SSHRC.

 

1995 – 1996                Home School Collaboration in Promoting Literacy Skills among Portuguese Background Students OISE/Ministry of Education, $32,000. (J. Cummins, J. Lopes).

 

1993 - 1994                 The Challenge of Diversity: Adjusting to the Cultural and Linguistic Realities of the Mainstream Classroom.  OISE/Ministry of Education, $55,000.  (J. Cummins, G. Feuerverger, J. Lopes).

 

1993                            Provision and Demand for ESL/FSL Programs. Ministry of Education, Ontario, $30,000. (A. Cumming, D. Hart, D. Corson, J. Cummins)

 

1991 - 1992                 Biliteracy and ESL Students: The Impact of Encouraging First Language Literacy Development within the Mainstream Curriculum. OISE/Ministry of Education, $29,000. (J. Cummins, G. Feuerverger).

 

1990 - 1993                 Annotated Inventories of Heritage Language Provision Across Canada.  Multiculturalism Canada, Secretary of State, $140,000. (J. Cummins, M. Danesi, G. Feuerverger).

  

1989 - 1990                 Assessment and Placement of Minority Students: Identification and Analysis of Significant Initiatives and Policy Options in Ontario. OISE/Ministry of Education, $35,000.

 

1988 - 1989                 The Classroom Microcomputer as a Catalyst for                                      Interactive/Experiential Pedagogy.  SSHRC                                       General Research Grant, $5,000.

 

1987 - 1988                 The Development of Bilingual Proficiency in the Transition from Home to School.  OISE/Ministry of Education, $31,000.

 

1986 - 1988                 National Conference on Heritage Language Teacher Training.  Secretary of State, $100,000.

 

l985 - l986                   Language and Learning:  Collaboration in Effecting Change in Multicultural Schools, OISE, Toronto Board of Education, Ontario Ministry of Education, $250,000 (G. Wells, J. Cummins, M. Heller).

 

l985 - l986                   The Role of Ethnic Women in Ontario.  OISE/Ministry of Education, $38,000. (J. Scane, J. Cummins)

 

l984 - l985                   The Armenians in Ontario:  A Social History                                    Project, Wintario, $ll,l2l. (I. Kaprielian, J. .                                  Scane,  J. Cummins).

 

l984 - l986                   Establishment of the National Heritage Language Resource Unit, Multiculturalism Directorate, $250,000.

 

l984 - l985                   Literacy Development in Heritage Language Programs, OISE/Ministry of Education, $42,000.

 

l983 - 1984                  Feasibility Study for Heritage Language Resource Centre, Multiculturalism Directorate, $5,000.

 

l982 - l983                   Examination of the Experiences of Educators and Researchers in Various Aspects of the Heritage Language Program, Ontario Ministry of Education, $4,440.

 

l98l - l988                    The Development of Bilingual Proficiency, Social Sciences and  Humanities Research Council, $l.4 million. (P. Allen, E. Bialystok, J. Cummins, H.H. Stern, M. Swain).

 

l98l - l983                    Evaluation Package for French Language Programs, Saskatchewan Ministry of Education, $l90,000. (S. Lapkin, M. Swain, J. Cummins).

 

l98l - 1982                   A War of Words: Bilingual Education and the Search for American Identity, The Ford Foundation, $25,250.

 

l980 - l98l                    A Study of the Effects of French Language Experience at Kindergarten Level on French Language and Other Academic Progress in French Immersion Programs, Ontario Ministry of Education, $6,000.

 

l980 - 1981                  A Study of the Relationship between First Language Proficiency and the Development of Second Language Proficiency among Japanese and Indo-Chinese Immigrant Students, InterAmerica Inc. under contract from the National Institute of Education, Washington DC, $38,500. (J. Cummins, K. Nakajima, J. Handscombe, M. Swain).

 

PUBLICATIONS:

 Career Totals       

Books Authored                        13

Books Edited                             8

Chapters in Books                   103

Articles in Refereed Journals       89

Book Forewords/Afterwords        15

Book Reviews                           16

Technical Reports                     22

Abstracts and/or Papers Read    650 approx. papers read / presented

 Other Publications (e.g. newsletter articles)                27

 ACADEMIC BOOKS AUTHORED

 Cummins, J. (in press). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.

 Cummins, J. (1999). Negotiating identities: Education for empowerment in a diverse society. (Greek Translation). Athens: Gutenberg. (ISBN: 960-01-0797-1).

 Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education. (ISBN: 1-889094-00-5)

 Cummins, J. & Sayers, D. (1995/1997).  Brave new schools: Challenging cultural illiteracy through global learning networks. New York: St. Martin's Press. (ISBN: 0-7744-0430-2)

 Cummins, J. (1991).  Language learning and bilingualism. Tokyo: Sophia University (Sophia Linguistica Monograph, 29). (ISSN 0287-5357)

 Cummins, J. & Danesi, M. (1990). Heritage languages: The development and denial of Canada's linguistic resources. Toronto: Our Schools/Our Selves and Garamond Press. (ISBN: 0-921908-05-9 [Our Schools/Our Selves]; 0-920059-69-4 [Garamond])

 Samuda, R.J., Kong, S.L., Cummins, J., Lewis, J. & Pascal-Leone, J. (1989).  Assessment and placement of minority students.  Toronto: C.J. Hofgrefe and ISSP. (ISBN: 0-88937-024-9 [hb]; 0-92113-01-3 [pb])

Cummins, J. (1989).  Empowering minority students.  Sacramento: California Association for Bilingual Education.

 Cummins, J. & Swain, M. (1986).  Bilingualism in education: Aspects of theory, research and policy.  London: Longman. (ISBN: 0-582-55380-6)

 Cummins, J. (1984).  Bilingualism and special education: Issues in assessment and pedagogy.  Clevedon England: Multilingual Matters.  (Co-published in USA by College-Hill Press). (ISBN: 0-905028-14-7 [hb]; 0-905028-13-9 [pb]).

Cummins, J. (1983).  Heritage language education: A literature review.  Toronto: Ministry of Education.

 Cummins, J.  (1981).  Effects of French language experience at Kindergarten level on academic progress in French immersion programs.  Toronto: Ministry of Education.

 Cummins, J.  (1981).  Bilingualism and minority language children.  Toronto: Ontario Institute for Studies in Education,  l98l.

 

EDITED ACADEMIC BOOKS/JOURNAL SPECIAL ISSUES

 Frangoudaki, A., Dragonas, T., Smith, H., & Cummins, J. (in preparation). The power of education: Resolving historical animosities and teaching for peace, Clevedon, England: Multilingual Matters.

 Cummins, J. & Corson, D. (Eds.). (1997). Bilingual education. Vol. 5  Encyclopedia of Language and Education. Dordrecht, The Netherlands: Kluwer Academic Publishers. (ISBN: 0-7923-4806-0)

 DeVillar, R.A., Faltis, C.J. & Cummins, J. (Eds.)  (1994). Cultural diversity in schools: From rhetoric to practice. Albany: SUNY Press.(ISBN: 0-7914-1673-9 [hb]; 0-7914-1674-7 [pbk])

 Cummins, J. (Ed.) (1994). Multilingual/Multicultural Education. Special issue of the English Quarterly, 26(3).  Montreal: Canadian Council of Teachers of English and Language Arts.

Cummins, J. (Ed.) (1991).  Heritage languages.  Special issue of the Canadian Modern Language Review, 47(4).

 Harley, B., Allen, P., Cummins, J. & Swain, M. (Ed.) (1990). The development of second language proficiency.  Cambridge:  Cambridge University Press.(ISBN: 0-521-38410-9 [hb]; 0-521-38795-7 [pb])

 Skutnabb-Kangas, T. & Cummins, J. (Ed.) (1988).  Minority education: From shame to struggle.  Clevedon, England: Multilingual Matters.

 Cummins, J. (Ed.) (1987).  Heritage languages in Canada: Research perspectives. Ottawa: Multiculturalism Canada.  French version published as: Les langues ancestrales au Canada: Perspectives de recherche.

Cummins, J. (Ed.) (1983). Heritage language education: Issues and directions. Ottawa: Multiculturalism Canada. (ISBN: 0-662-12426-X)

 

CHAPTERS IN BOOKS

 Cummins, J. (in press). Rights and responsibilities of educators of bilingual-bicultural children. In L. D. Soto (Ed.) Making a difference in the lives of bilingual-bicultural children. New York: Peter Lang Publishers.

 Cummins, J. (in press). BICS and CALP. In M. Byram (Ed.), Encyclopedia of language teaching and learning.  London: Routledge.

 Cummins, J. (in press). “This place nurtures my spirit:” Creating contexts of empowerment in linguistically-diverse schools.  In R. Phillipson (Ed.), Rights to language: Equity, power and education. Mawah, NJ: Lawrence Erlbaum Associates.

 Cummins, J. (in press). Assessment options for bilingual learners. In J.V. Tinajero & S. Hurley (Eds.) Literacy assessment of bilingual learners. Boston: Allyn & Bacon.

 Cummins, J. (in press). Putting language proficiency in its place: Responding to critiques of the conversational/academic language distinction.  In J. Cenoz & U. Jessner (Eds.), English in Europe: The acquisition of a third language. Clevedon, England: Multilingual Matters.

 Cummins, J. (1999). Biliteracy, empowerment, and transformative pedagogy. In J. V. Tinajero & R. A. DeVillar (Eds.), The power of two languages: 2000. (pp. 9-19). New York: McGraw-Hill.

 Cummins, J. (1999). Beyond adversarial discourse: Searching for common ground in the education of bilingual students. In C. J. Ovando & P. McLaren (Eds). The politics of multiculturalism and bilingual education: Students and teachers caught in the cross-fire. (pp. 126-147). Boston: McGraw-Hill.

 Cummins, J. (1999).  Beyond adversarial discourse: Searching for common ground in the education of bilingual students.   In I. A. Heath and  C. J. Serrano (Eds.). Annual editions: Teaching English as a second language 99/00. (pp. 204-224). Guildford, Connecticut: Dushkin/McGraw-Hill.

 Cummins, J. (1998). Semilingualism. In J. L.  Mey (Ed.) Concise encyclopedia of pragmatics. (pp. 3812-3814). Oxford: Elsevier Science.

 Cummins, J. (1998). Language issues and educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.) International handbook of educational change.(pp. 440-459). Dordrecht, The Netherlands: Kluwer Academic Publishers.

 Brown, K., Cummins, J., Figueroa, E., & Sayers, D. (1998). Global learning networks: Gaining perspective on our lives with distance. In E. Lee, D. Menkart, M. Okazawa-Rey (Eds.) Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. (pp. 334-354). Washington, DC: Network of Educators on the Americas.

 Cummins, J. (1998). The teaching of international languages. In J. Edwards (Ed.) Language in Canada. Cambridge, England: Cambridge University Press.

 Cummins, J. (1997). Introduction. In J. Cummins & D. Corson (Eds.) Bilingual education. Vol. 5. International Encyclopedia of Language and Education. (pp. xi-xiv). Dordrecht: Kluwer Academic Publishers.

 Cummins, J. (1997). Educational attainment of minority students: A framework for intervention based on the constructs of identity and empowerment. In A. Sjogren (Ed.) Language and environment.(pp. 89-101). Stockholm: Mangkulturellt Centrum

 Cummins, J. (1997). Echoes from the past: Stepping stones towards a personal critical literacy. In C.P. Casanave & S.R. Schecter (Eds.) On becoming a language educator. (pp. 57-68). Lawrence Erlbaum Associates.

 Cummins, J. (1996). L'education multilingue aux Etats-Unis d'Amerique et au Canada. In P.H. Nelde (Ed.) Contact linguistics: An international handbook of contemporary research. Volume 1. (pp. 473-482).  Berlin: Walter de Gruyter.

Cummins, J. (1996). L'educazione bilingue: ricerca ed elaborazione teoreica. In P.E. Balboni (Ed.) Educazione bilingue. (pp. 11-22). Perugia: Edizioni Guerra.

Cummins, J. (1996). Empowering minority students: A framework for intervention. In T. Beauboeuf-Lafontant & D. Smith Augustine (Eds.) Facing racism in education. 2nd edition. Reprint Series No. 28, Harvard Educational Review. (pp. 349-368). Cambridge, MA: Harvard Educational Review.

Cummins, J. (1995). Canadian French immersion programs: A comparison with Swedish immersion programs in Finland. In M. Buss & C. Lauren (Eds.) Language immersion: Teaching and second language acquistion. From Canada to Europe. (pp. 7-20). Tutkimuksia No. 192.  Vaasa: Univesity of Vaasa.

Cummins, J. (1995).  Power and pedagogy in the education of language minority students.  In  J. Frederickson (Ed.) Reclaiming our voices. Ontario, CA: California Association for Bilingual Education.

Cummins, J.  (1995).  The European schools model in relation to French immersion programs in Canada.  In T. Skutnabb-Kangas (Ed.) Multilingualism for all.  (pp. 159-168). Amsterdam/Lisse: Swets & Zeitlinger.

Cummins, J.  (1995).  Discursive power in educational policy and practice for culturally-diverse students.  In D. Corson (Ed.) Discourse and power in educational organizations. (pp. 191-209). Cresskill, NJ: Hampton Press.

Cummins, J. (1995). Underachievement among minority students. In D.B. Durkin (Ed.) Language issues: Readings for teachers. New York: Longman.

Cummins, J. (1995). Heritage language teaching in Canadian schools. In O. Garcia & C. Baker (Eds.) Policy and practices in bilingual education: A reader. Clevedon, England: Multilingual Matters.

Cummins, J. (1994).  Primary language instruction and the education of language minority students.  In C. Leyba (Ed.) Schooling and language minority students (2nd edition).  Los Angeles: Evaluation, Dissemination and Assessment Center.

Cummins, J. (1994). Forging identities in the preschool: Competing discourses and their relationship to research.  In K. de Bot, K. Jaspaert & S. Kroon (Eds.)  Maintenance and loss of minority languages.  Amsterdam/Lisse: Swets & Zeitlinger.

Cummins, J. (1994).  The discourse of disinformation: The debate on bilingual education and language rights in the United States.  In R. Phillipson & T. Skutnabb-Kangas (Ed.) Linguistic human rights.  Berlin: Mouton de Gruyter.

Cummins, J. (1994).  Semilingualism.  In R.R. Asher (Ed.) International encyclopedia of language and linguistics, 2nd edition. (pp. 3812-3814). Oxford: Elsevier Science Ltd.

Cummins, J. (1994).  From coercive to collaborative relations of power in the teaching of literacy.  In B.M. Ferdman, R-M Weber, & A. Ramirez (Eds.) Literacy across languages and cultures. (pp. 295-331). Albany: SUNY Press.

Cummins, J. (1994).  The acquisition of English as a second language.  In R. Pritchard & K. Spangenberg-Urbschat (Eds.)  Kids come in all languages.  (pp. 36-62). Newark, DE: International Reading Association.

Cummins, J. (1994).  Heritage language learning and teaching.  In J.W. Berry & J.A. Laponce (Eds.) Ethnicity and culture in Canada: The research landscape. (pp. 435-456). Toronto: University of Toronto Press.

Cummins, J. (1994).  The socioacademic achievement model in the context of coercive and collaborative relations of power.  In R.A. DeVillar, C.J. Faltis & J. Cummins (Eds.) Cultural diversity in schools: From rhetoric to practice. (pp. 363-392). Albany: SUNY Press.

Cummins, J. (1994).  Knowledge, power and identity in teaching English as a second language.  In F. Genesee (Ed.) Educating second language children: The whole child, the whole curriculum, the whole community. (pp. 33-58). Cambridge: Cambridge University Press.

Cummins, J. (1993).  Bilingualism and second language learning.  In W. Grabe (Ed..) Annual Review of Applied Linguistics. (pp. 51-70). Cambridge: Cambridge University Press.

Cummins, J. (1992).  Bilingual education.  In W. Bright (Ed.) International encyclopedia of linguistics.  New York: Oxford University Press.

Cummins, J.  (1992).  Empowerment through biliteracy.  In J.V. Tinajero & A.F. Ada (Eds.) The power of two languages: Literacy and biliteracy for Spanish-speaking students.  (pp. 1-17). New York: McGraw-Hill.

Allen, P., Cummins, J., Harley, B., & Swain, M.  (1992). Restoring the balance: A response to Hammerly.  In S. Rehorick &  V. Edwards (Eds.) French immersion: Process, product & perspectives. (pp. 314-321).  Welland, Ontario: the Canadian Modern Language Review.

Cummins, J. (1992).  The empowerment of Indian students.  In J. Reyhner (Ed..) Teaching American Indian students.  The University of Oklahoma Press.

Cummins, J.  (1992).  Language proficiency, bilingualism, and academic achievement.  In P.A. Richard-Amato & M.A. Snow (Eds.) The multicultural classroom: Readings for content-area teachers. (pp. 16-26).  New York: Longman.

Cummins, J. (1991).  Interdependence of first- and second-language proficiency in bilingual children.  In E. Bialystok (Ed.) Language processing in bilingual children. (pp. 70-89).  Cambridge: Cambridge University Press.

Cummins, J. (1991).  Empowering minority students: a framework for intervention.  In M. Minami & B.P. Kennedy (Eds.)  Language issues in literacy and bilingual/multicultural education. (pp. 372-390).  Reprint Series No. 22, Harvard Educational Review.  Cambridge, MA: Harvard Educational Review. 

Cummins, J. (1991).  The politics of paranoia: Reflections on the bilingual education debate.  In O. Garcia (Ed.) Bilingual education. Focusschrift in honor of Joshua A. Fishman on the occasion of his 65th birthday. Volume I.  (pp. 183-199). Amsterdam/Phildadelphia: John Benjamins Publishing Co.

Cummins, J. (1991).  Language development and academic learning. In L. Malavé & G. Duquette (Eds.) Language, culture and cognition. (pp. 161-175). Clevedon, England: Multilingual Matters.

Cummins, J. & Sayers, D.  (1990).  Education 2001: Learning networks and educational reform.  In C.J. Faltis & R.A. DeVillar (Eds.) Language minority students and computers.  (pp. 1-30). New York: The Haworth Press.

Harley, B., Cummins, J., Swain, M., & Allen, P. (1990). The nature of language proficiency.  In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.) The development of second language proficiency.  (pp. 7-25). Cambridge: Cambridge University Press.

Allen, P., Swain, M., Harley, B. & Cummins, J. (1990). Aspects of classroom treatment: Toward a more comprehensive view of second language education.  In B. Harley, P. Allen, J.  Cummins, & M. Swain (Eds.) The development of second language proficiency. (pp. 57-81). Cambridge: Cambridge University Press.

Cummins, J., Harley, B., Swain, M., Allen, P. (1990). Social and individual factors in the development of bilingual proficiency. In B. Harley, P. Allen, J.  Cummins, & M. Swain (Eds.) The development of second language proficiency.  (pp. 119-133). Cambridge: Cambridge University Press.

Cummins, J. (1990).  Multilingual/multicultural education: Evaluation of underlying theoretical constructs and consequences for curriculum development.  In P. Vedder (Ed.) Fundamental studies in educational research. (pp. 141-174). Amsterdam: Swets & Zeitlinger B.V.

Cummins, J.  (1990).  Heritage language teaching and the ESL student: Fact and friction.  In J. Esling (Ed.) Multicultural education and policy: ESL in the 1990s.  (pp. 3-17).  Toronto: OISE Press.

Cummins, J. (1990).  Empowering minority students: a framework for intervention.  In N.M. Hidalgo, C.L. McDowell, & E.V. Siddle (Eds.) Facing racism in education.  (pp. 50-68).  Reprint Series No. 21, Harvard Educational Review.  Cambridge, MA: Harvard Educational Review. 

Cummins, J. (1989).  The sanitized curriculum: Educational disempowerment in a nation at risk.  In D.M. Johnson and D.H. Roen (Eds.) Richness in writing: Empowering ESL students. (pp. 19-38).  New York: Longman.

Cummins, J. (1989).  Bilingual special education.  In T. Husen and T.N. Postlethwaite (Eds.) The international encyclopedia of education: Research and studies.  Supplementary Volume One. (pp. 104-107). Oxford: Pergamon Press.

Cummins, J. (1989).  Institutionalized racism and assessment of minority children: A comparison of policies and programs in the United States and Canada.  In R.J. Samuda, S.L. Kong, J. Cummins, J. Lewis, J. Pascal-Leone,  Assessment and placement of minority students.  Toronto: C.J. Hofgrefe/ISSP.

Cummins, J.  (1989).  Heritage language acquisition and bilingualism: Principles and pedagogy.  In G.C. Arthur, V. Cecchetto, & M. Danesi (Eds.) Current issues in second language reseqrch and methodology: Applications to Italian as a second language.  (pp. 22-30). Ottawa: Canadian Society for Italian Studies.

Cummins, J. (1988).  Empowering Indian students: What teachers and parents can do.  In J. Reyhner (Ed.) Teaching the Indian child. 2nd Edition.  (pp.  301-317). Billings, MT: Eastern Montana College.

Cummins, J. (1988).  From multicultural to anti-racist education: An analysis of programs and policies in Ontario.  In T. Skutnabb-Kangas and J. Cummins (Eds.) Minority education: From shame to struggle. (pp. 127-157).  Clevedon, England: Multilingual Matters.

Cummins, J. (1988).  Mother tongue maintenance in Canada: From politics to pedagogy. In V.S. Lee (Ed.) Language teaching and learning: Canada and Italy. (pp. 75-86).  Rome: Canadian Academic Centre in Italy.

Cummins, J. (1988).  Language planning in education in multilingual settings.  In V. Bickley (Ed.) Languages in education in a bi-lingual or multi-lingual setting. (pp. 262-274). Hong Kong: Institute of Language in Education.

Cummins, J.  (1988).  Language proficiency, bilingualism and academic achievement.  In P. Richard-Amato, Making it happen: Interaction in the second language classroom: From theory to practice. (pp. 382-395).  New York: Longman.

Cummins, J. & Nichols McNeeley, S. (1987).  Language development, academic learning and empowering minority students.  In S.H. Fradd and W.J. Tikunoff (Eds.) Bilingual education and bilingual special education: A guide for administrators.  (pp. 75-94). San Diego: College-Hill Press. 

Cummins, J. (1987).  Immersion programs: Current issues and future directions.  In L.L. Stewin and S.J. McCann (Eds.) Contemporary educational issues: The Canadian mosaic. (pp. 192-206).  Toronto: Copp Clark.

Cummins, J. (1987).  Theory and policy in bilingual education. In Centre for Educational Research and Innovation (Ed.) Multicultural education.  (pp. 303-330).  Paris: OECD. 

Cummins, J.  (1987).  Educational linguistics and its sociological context in heritage language research.  In J. Cummins (Ed.) Heritage languages in Canada: Research perspectives. (pp. 45-62).  Ottawa: Multiculturalism Canada. 

Cummins, J. (1987).  Bilingualism, language proficiency and metalinguistic development. In P. Homel, M. Palif and D. Aaronson (Eds.) Childhood bilingualism: Aspects of linguistic, cognitive, and social development. (pp. 57-74).  Hillsdale, NJ: Lawrence Erlbaum Associates. 

Cummins, J. (1987).  Second language acquisition within bilingual education programs.  In L. Beebe (Ed.) Second language acquisition. (pp. 145-166).  Rowley, Mass.: Newbury House.

Cummins, J. (1986).  Psychological assessment of minority students: Out of context, out of focus, out of control.  In A.C. Willig and H.F. Greenberg (Eds.) Bilingualism and learning disabilities; Policy and practice for teachers and administrators.  New York: American Library Publishing Co.

Cummins, J. (1986).  Theory and policy in bilingual education. In Institute for Ethnic Studies (Ed.) Education in multicultural societies: Treatises and documents. (pp. 281-308). Ljubljana: Institute for Ethnic Studies.

Cummins, J. & Bountrogianni, M. (1985).  Assessment of minority children.  In TV Ontario (Ed.) Educating the special child.  (pp. 40-43).  Toronto: TV Ontario. 

Cummins, J. & Genesee, F. (1985).  Bilingual education programmes in Wales and Canada.  In C.J. Dodson (Ed.) Bilingual education: Evaluation, Assessment and methodology.  (pp. 37-50). Cardiff: University of Wales Press.

Cummins, J. (1985).  The construct of language proficiency in bilingual education.  In J.E. Alatis and J.J. Staczek (Eds.) Perspectives on bilingualism and bilingual education. (pp. 209-231).  Washington, D.C.: Georgetown University Press.  Reprinted in A.R. Contreras, C. Iacon and J.G. Valtierra (Eds.) Bilingual education.  Phi Delta Kappa Hot Topics Series. (pp. 105-128).  Bloomington, IN: Phi Delta Kappa, 1988. 

Cummins, J. (1985).  Language and Canadian multiculturalism: Research and politics.  In M. Lupul (Ed.) OSVITA: Ukrainian bilingual education.  (pp. 77-92).  Edmonton: University of Alberta.

Cummins, J. (1985).  Future directions for Ukrainian-Language education.  In M. Lupul (Ed.) OSVITA: Ukrainian bilingual education.  (pp. 261-268). Edmonton: University of Alberta.

Cummins, J. & Troper, H. (1985).  Multiculturalism and language policy in Canada.  In J. Cobarrubias and J-D Gendron (Eds.) Language policy, language rights and legislation in Canada. (pp. 16-27).  Quebec: C.I.R.B. Universite Laval.

Cummins, J. (1984).  Linguistic minorities and multicultural policy in Canada.  In J.R. Edwards (Ed.) Linguistic minorities, policies and pluralism.  (pp. 81-106).  London: Academic Press. 

Cummins, J. (1984).  Implications of bilingual proficiency for the education of minority language students.  In P. Allen and M. Swain (Eds.) Language issues and education policies.  (pp. 21-34).  Oxford: Pergamon Press.  ELT Documents 119.

Cummins, J. (1984).  Bilingualism and cognitive functioning.  In S. Shapson and V. D'Oyley (Eds.) Bilingual and multicultural education: Canadian perspectives. (pp. 55-70). Clevedon, England: Multilingual Matters.

Cummins, J. (1984).  The minority language child.  In S. Shapson and V. D'Oyley (Eds.) Bilingual and multicultural education: Canadian perspectives. (pp. 71-92). Clevedon, England: Multilingual Matters.

Cummins, J. (1984).  Minority students and learning difficulties: Issues in assessment and placement.  In M. Paradis and Y. Lebrun (Eds.) Early bilingualism and child development.  (pp. 47-68).  Lisse: Swets & Zeitlinger BV. 

Cummins, J. (1984).  Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students.  In C. Rivera (Ed.) Language proficiency and academic achievement. (pp. 2-19).  Clevedon, Avon: Multilingual Matters. 

Cummins, J. (1984).  Language proficiency and academic achievement revisited: A response.  In C. Rivera (Ed.) Language proficiency and academic achievement. (pp. 71-76). Clevedon, Avon: Multilingual Matters.

Cummins, J., M. Swain, K. Nakajima, J. Handscombe, D. Green and C. Tran. (1984). Linguistic interdependence among Japanese and Vietnamese immigrant students.  In C. Rivera (Ed.) Communicative competence approaches to language proficiency assessment: Research and application.  (pp. 60-81).  Clevedon, Avon: Multilingual Matters.

Cummins, J. (1984).  Heritage language and Canadian school programs.  In J.R. Mallea and J.C. Young (Eds.) Cultural diversity and schooling in Canada: Issues and innovation. (pp. 477-500).  Carleton Library Series, Oxford University Press.

Lapkin, S. & Cummins, J. (1983).  Canadian French immersion education: Current administrative arrangements and instructional practices.  In California State Department of Education (Ed.), Studies on immersion education: A collection for U.S. educators. (pp. 58-86).  Sacramento: California State Department of Education.

Cummins, J. (1983).  Understanding language acquisition and bilingualism.  In Another window on the world.  Cardiff: Harlech Television.

Cummins, J. (1983).  Psychological assessment of minority language students.  In R.J. Samuda, J.W. Berry and M. Laferriere (Eds.)  Multicultural education in Canada. (pp. 238-249). Toronto: Allyn and Bacon.

Cummins, J. (1983) Language proficiency and academic achievement. In J.W. Oller (Ed.) Issues in language testing research. (pp. 108-130).  Rowley, Mass.: Newbury House. 

Cummins, J. (1983).  Mother tongue development as educational enrichment: Research findings.  In J. Cummins (Ed.) Heritage language education: Issues and directions. (pp. 40-43). Ottawa: Multiculturalism Canada.

Cummins, J.  (1983).  Functional language proficiency in context: Classroom participation as an interactive process.  In W. Tikunoff (Ed.) Significant bilingual instructional features study: Compatibility of the SBIF features with other research on instruction for LEP students.  (pp. 109-131). San Francisco: Far West Laboratory.

Swain, M. & Cummins, J. (1982).  Bilingualism, cognitive functioning and education.  In V. Kinsella (Ed.) Surveys 1: Eight state-of-the-art articles on key areas in language teaching. (pp. 23-37).  Cambridge: Cambridge University Press.

Cummins, J. & Das, J.P. (1982).  Language processing and reading disability.  In K.D. Gadow and I. Bialer (Eds.) Advances in learning and behavioral disabilities. (pp. 3-21). Greenwich, Conn.: JAI Press. 

Cummins, J. (1982).  Die Schwellenniveau und die Interdependenz-Hypothese: Erklarungen zum Erfolg Zweispracher Erziehung.  In J. Swift (Ed.) Bilinguale und multikulturelle Erziehung. (pp. 34-43).  Wurzberg: Konigshausen and Neumann.

Cummins, J.  (1981).  The role of primary language development in promoting educational success for language minority students.  In California State Department of Education (Ed.). Schooling and language minority students: A theoretical framework. (pp. 3-49). Los Angeles: National Dissemination and Assessment Center.

Cummins, J. & Abdollel, A.  (1981).  Bilingualism and educational adjustment of immigrant children: A case study of Lebanese families in Ontario.  In L. Eitinger and D. Schwarz (Eds.) Strangers in the world: Problems of dislocation, migration and refugee status. (pp. 147-160).  Berne: Hans Huber.

Cummins, J.  (1981). Biliteracy, language proficiency, and educational programs.  In J.R. Edwards (Ed.) The social psychology of reading. (pp. 131-146). Silver Spring: Institute of Modern Languages.

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