A brief CV

University of Toronto 

James Cummins is a Professor Emeritus with the Ontario Institute for Studies in Education at the University of Toronto, Canada. His research focuses on literacy development in educational contexts characterized by linguistic and socioeconomic diversity.

In numerous articles and books, he has explored the nature of language proficiency and its relationship to literacy development with particular emphasis on the intersections of societal power relations, teacher-student identity negotiation, and literacy attainment.

His most recent book Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts (Multilingual Matters) was published in fall 2021.

He is the recipient of the International Reading Association’s 1979 Albert J. Harris award and has also received honorary doctorates from five universities in North America and Europe in recognition of his contributions to issues of educational equity and multilingual education.

More information: http://www.oise.utoronto.ca/Curriculum_Vitae/James_Cummins_CV.pdf 

Maximizing Students’ Opportunities for Language and Literacy Development in Bilingual Education Programs

Bilingual education and second language immersion programs implemented in countries around the world over the past 60 years have demonstrated the feasibility and academic benefits of teaching through two languages. This reality has been demonstrated for students from both ‘majority’ and ‘minority’ linguistic backgrounds. However, there are still questions about what instructional practices are most effective in developing strong language and literacy abilities in both languages. The presentation will draw on research and classroom practice to propose that effective pedagogies will include: (a) teaching for conceptual and linguistic transfer across languages; (b) reinforcing language knowledge and awareness across the curriculum; (c) promoting sustained literacy engagement in both instructional languages at home and at school; (d) enabling students to do powerful (identity-affirming) things with their languages; and (e) implementing whole school policies that promote language awareness.