His primary scientific interests are in Neuroscience of multilingualism, Pedagogy, Language proficiency, First language and Bilingual education. His Neuroscience of multilingualism research is multidisciplinary, incorporating elements of Language development, Teaching method, English language, Education policy and Competence. His work deals with themes such as Mathematics education, Social science and Natural language, which intersect with Pedagogy.
His Language proficiency research is multidisciplinary, incorporating perspectives in Interpersonal communication, Cognitive psychology, Language assessment and Language acquisition. His study in First language is interdisciplinary in nature, drawing from both Foreign language, Developmental psychology, Multilingualism, English for specific purposes and Transitional bilingual education. His Bilingual education study combines topics from a wide range of disciplines, such as English as a lingua franca, Empowerment and English-language learner.
Jim Cummins spends much of his time researching Pedagogy, Bilingual education, Mathematics education, Neuroscience of multilingualism and Language assessment. Bilingual education is frequently linked to Language proficiency in his study. His work carried out in the field of Language proficiency brings together such families of science as Developmental psychology and Language acquisition.
The concepts of his Mathematics education study are interwoven with issues in Second language and Education theory. The study incorporates disciplines such as Special education and Cognitive psychology in addition to Neuroscience of multilingualism. The various areas that he examines in his Language assessment study include Second-language attrition, Language pedagogy, Language education, Language transfer and Comprehension approach.
Jim Cummins mainly investigates Pedagogy, Literacy, Mathematics education, Bilingual education and Multilingualism. His Pedagogy research is multidisciplinary, relying on both Identity and Neuroscience of multilingualism. His studies examine the connections between Mathematics education and genetics, as well as such issues in Reading comprehension, with regards to Vocabulary.
His Bilingual education research is multidisciplinary, incorporating perspectives in Language proficiency, Academic skills, Academic development and First language. The Language proficiency study combines topics in areas such as Ell, Language acquisition and Power structure. His Multilingualism research incorporates elements of Identity negotiation, Teaching method and Applied linguistics.
His primary areas of investigation include Pedagogy, Literacy, Mathematics education, Multilingualism and Neuroscience of multilingualism. His Pedagogy research incorporates themes from Power structure and First language. His Literacy study integrates concerns from other disciplines, such as Identity, Academic language, Ell and Meaning.
In Multilingualism, Jim Cummins works on issues like Teaching method, which are connected to Self-concept. His studies in Neuroscience of multilingualism integrate themes in fields like Social science and Education policy. His work carried out in the field of Bilingual education brings together such families of science as Translanguaging and Communicative language teaching.
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Language, Power And Pedagogy: Bilingual Children in the Crossfire
Bilingualism and Special Education: Issues in Assessment and Pedagogy
The role of primary language development in promoting educational success for language minority students
Schooling and Language Minority Students. A theoretical Framework (1981)
Negotiating Identities: Education for Empowerment in a Diverse Society
Linguistic Interdependence and the Educational Development of Bilingual Children
Review of Educational Research (1979)
Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19.
Bilingualism in Education: Aspects of theory, research and practice
Jim Cummins;Merrill Swain.
Empowering minority students: A framework for intervention.
Harvard Educational Review (1986)
Interdependence of first- and second-language proficiency in bilingual children
The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue.
TESOL Quarterly (1980)
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