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Cummins, Jim | 2 |
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Cummins, Jim – TESOL Quarterly, 1980
It is argued that cognitive/academic language proficiencies in first and second languages are interdependent and empirically distinguishable from interpersonal communication skills. This analysis is applied to the interpretation of data on the effects of bilingual education programs and on the age issue in second language learning. (PMJ)
Descriptors: Age, Bilingual Education, Cognitive Processes, Communication Skills

Cummins, Jim – Journal of Education, 1981
Recent research and program evaluations show that the poor academic performance of many bilingual children was caused not by their bilingualism but by the school's attempts to eradicate that bilingualism. These findings demonstrate that bilingualism can positively affect minority children's development when their first language is promoted by the…
Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Bilingualism