Dr. Jim Cummins
University of Toronto, Ontario, Canada
“Reversing Underachievement: The Rocky Road from Literacy Research to Policy and Practice”
March 22, 2015, 3:00 p.m.
James Cummins is a Professor with the department of Curriculum, Teaching, and Learning at OISE. Dr. Cummins holds a Canada Research Chair (Tier 1) and has been a recipient of the International Reading Association’s Albert J. Harris award (1979). He also received an honorary doctorate in Humane Letters from the Bank Street College of Education in New York City (1997). In recent years, he has been a co-investigator on a large-scale SSHRC-funded project entitled “From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy.” Dr. Cummins is currently involved in a project to validate the Ontario Ministry of Education’s Steps to English Proficiency assessment tool. He is also conducting a research review on English Language Learners’ academic trajectories.
Dr. Cummins is author of numerous books and articles. His newest book is entitled Big Ideas for Expanding Minds: Teaching English Language Learners across the Curriculum (Pearson Canada). He is also author of Literacy, Technology, and Diversity: Teaching for Success in Changing Times(Allyn & Bacon), Language, Power and Pedagogy: Bilingual Children in the Crossfire(Multilingual Matters), Identity Texts: The Collaborative Creation of Power in Multilingual Schools (Trentham Books).Dr. Cummins has co-authored several books on literacies in education, and has seen his work translated into Japanese and Spanish. Access Dr. Cummins’ profile.
Cummins, J. (2009). Pedagogies of choice: Challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12(3), 261-271.
Cummins, J. (2002). Beyond instructional techniques and standardized assessment: Implementing classroom interactions that foster power, identity, imagination and intellect among culturally diverse students. Contact, 28(2), 21-31.
Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review Classic reprint. Harvard Educational Review, 71(4), 656-675. (reprint of 1986 article in Harvard Educational Review).
Cummins, J. (2001). Instructional conditions for trilingual development. International Journal of Bilingual Education and Bilingualism, 4(1), 61-75.
Cummins, J. (2001). Close-up: An interview with Jim Cummins. (interview by Carol Jago). The Californian Reader, 34(4), 31-38.
Cummins, J. (2000). Academic language learning, transformative pedagogy and information technology: Towards a critical balance. TESOL Quarterly, 34(3), 537-548.
Cummins, J., Brown, K., & Sayers, D. (2007). Literacy, technology, and diversity: Teaching for success in changing times. Boston, MA: Pearson.
Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. 2nd Edition. Los Angeles: California Association for Bilingual Education.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
Chapters in Books
Cummins, J. (2003). Challenging the construction of difference as deficit: Where are identity, intellect, imagination, and power in the new regime of truth? In P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change (pp. 41-60). London: Routledge.
Cummins, J. (2003). Bilingual education. In J. Bourne & E. Reid (Eds.), World yearbook of education: Language education (pp. 3-20). London: Kogan Page.
Cummins, J. (2003). Reading and the bilingual student: Fact and friction. In G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 2-33). Newark, DE: International Reading Association.
Cummins, J. (2003). Bilingual education: Basic principles. In J-M. Daelewe, A. Housen, & L. Wei (Eds.), Bilingualism: Beyond basic principles. Festschrift in honour of Hugo Baetens Beardsmore (pp. 56-66). Clevedon, England: Multilingual Matters.