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Cummins' Threshold Hypothesis: Tesol 200 Online

The threshold hypothesis proposes that bilingual children can experience cognitive benefits from bilingualism if they reach a threshold level of proficiency in their first language (L1). James Cummins argued that children must develop academic language skills in their L1 before they can achieve academic success in their second language (L2). Reaching this threshold is important to avoid cognitive deficits and allow the positive effects of bilingualism to be realized. Teachers can help English language learners reach the threshold and succeed by implementing culturally familiar learning strategies in the classroom.

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211 views

Cummins' Threshold Hypothesis: Tesol 200 Online

The threshold hypothesis proposes that bilingual children can experience cognitive benefits from bilingualism if they reach a threshold level of proficiency in their first language (L1). James Cummins argued that children must develop academic language skills in their L1 before they can achieve academic success in their second language (L2). Reaching this threshold is important to avoid cognitive deficits and allow the positive effects of bilingualism to be realized. Teachers can help English language learners reach the threshold and succeed by implementing culturally familiar learning strategies in the classroom.

Uploaded by

Al
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Cummins’ Threshold

Hypothesis
TESOL 200 ONLINE
Intro to the Threshold Hypothesis
● “Up to the 1960’s, bilingualism was regarded as having
a harmful effect on cognitive development.” (Takakuwa,
2005, p.1)
● However, the threshold hypothesis was introduced by
James Cummins in 1976 as a theoretical model for
explaining the effects of bilingualism on academic
success in children. It also explained the relationship
between bilingualism and cognitive development in ELL’
s.
Threshold Hypothesis
● It has been shown that bilingualism has numerous
positive cognitive effects for bilingual individuals,
although these effects do not always translate into
school success.
● This suggests that children who are developmentally
competent in both languages would experience positive
cognitive advantages of being bilingual, whereas
children who are developmentally competent in only one
of their two languages would experience neither positive
nor negative effects
Threshold Hypothesis
● Cummins argues that for the positive effects of
bilingualism to be realized and for “cognitive deficits” to
be avoided, that children must reach a threshold level of
proficiency in their L1.
● For Example, a certain degree of academic language or
CALP-- before academic achievement can occur in the
second language.
● Cummins argues that children cannot achieve this
threshold in subtractive or English-only programs.
Threshold Hypothesis
● We know that the higher an ELL’s proficiency is in their
native language, the more likely they are to be able to
acquire the second language. (Ovando, 2006)
● As a teacher you may not be able to fully determine
whether or not a child has reached this threshold, which
is why becoming knowledgeable about certain
classroom techniques is helpful when working with ELL’
s.
● In order to help diverse groups of learners succeed,
implementing culturally familiar learning strategies is an
important teaching technique.
Resources
● Ovando, C. (2006). Bilingual and ESL
classrooms. New York, NY: McGraw-Hill.
● Takakuwa, M. (2005). Lessons From a
Paradoxical Hypothesis: a. Proceedings
from the 4th International Symposium on
Bilingualism, 4. Retrieved from http://www.
lingref.com/isb/4/173isb4.pdf

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