Cummins' theoretical framework relating language proficiency to academic achievement via threshold and interdependence hypotheses¶

Theory · All theories
Evidence · 3 claims (3 for) · 2 studies (1 review, 1 theoretical), q1–q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

Cummins proposes that a framework relating language proficiency to academic achievement is needed to set rational entry/exit criteria for bilingual programs. Two premises form its foundation: the threshold hypothesis (two levels of linguistic proficiency, below which bilingualism brings cognitive disadvantages and above which benefits) and the interdependence hypothesis (L1 and L2 academic proficiencies develop interdependently). The framework distinguishes surface fluency from cognitively and academically related aspects of proficiency, later labeled BICS and CALP, and holds that academic skills in L1 and L2 are interdependent through a common underlying proficiency. The article notes the framework 'has need for empirical confirmation'.

Design Implications¶

Context¶

Requirements¶

• Empirical confirmation of the framework's predictions, which the author acknowledges is still needed

Constraints¶

• The author avoids the acronyms BICS and CALP because the distinctions have been misinterpreted, although the underlying meaning remains the same

Target Learners¶

• Bilingual and language minority students in elementary and secondary programs

Target Learning Objectives¶

• Development of academic language proficiency in L1 and L2
• Rational entry/exit decisions for bilingual program placement

Claims¶

• L1 and L2 academic proficiencies are developmentally interdependent, so instruction in either language can build underlying academic ability [+W]
• Assuming conversational fluency indicates English proficiency has led to bilingual children being misdiagnosed as learning disabled or retarded and to premature exit from support programs [+W]
• L1 and L2 CALP are interdependent: strong promotion of L1 literacy in the early grades entails no adverse consequences for English [+W]

Related Theories¶

• Cummins' BICS/CALP distinction: language proficiency divides into basic interpersonal communicative skills and cognitive/academic language proficiency, developmental along two continuums
• The threshold hypothesis: two levels of bilingual competence mediate cognitive and academic effects of bilingualism
• The developmental interdependence hypothesis: L2 competence depends partly on L1 competence at the onset of intensive L2 exposure

Examples¶

• Develop multiple language assessment strategies combining quantitative and qualitative components

Key Sources¶

• Rivera, Charlene, Ed. (1984). Language Proficiency and Academic Achievement. Multilingual Matters 10. https://eric.ed.gov/?id=ED240882