This working paper will explore the usefulness of Cummins' framework relating language proficiency to academic performance (1983) as a reflection and planning tool for continuous improvement of second language learning (SLL) instruction. SLL activities designed for a Language Experience intervention class for seventh and eighth grade English language learners (ELLs) identified a performing at English language proficiency (ELP) level three (World-Class Instructional Design and Assessment (WIDA) Consortium, 2008a) will be mapped to the framework. Family friendly "Can Do" descriptors developed by WIDA for this ELP level (2008b) will be tied to these SLL activities and also mapped to the framework. The usefulness of the framework as a tool for continuous improvement will be assessed. Insights gained from the exploration with Cummins' framework will be shared. The paper will conclude with a summary and recommendations for future use and ongoing research.
Authors
- Education Level
- Middle Schools
- Peer Reviewed
- F
- Publication Type
- Reports - Descriptive
- Published in
- United States of America
Table of Contents
- Cummins Framework 2
- SLL Activities mapped to Cummins Framework 2
- ELP Skill Descriptors Tied to SLL Activities and Mapped to Cummins Framework 3
- Continua Used in Cummins Framework 3
- BICS and CALP 4
- BICS Slows and CALP Grows 5
- Measures of Program Effectiveness 5
- BICS and CALPNew Perspectives for Using Cummins Framework 6
- Multisensory Contextual Cues in a Computer-Supported Classroom Learning Environment 7
- Implications of the Framework and Reflection Activity for Continuous Improvement 7
- Recommendations 8
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