Synopsis
This volume grew out of a dialogue between Jim Cummins and other scholars and practitioners present at the Language Proficiency Assessment Symposium. It represents a state of the art discussion of Cummins' theoretical framework. Cummins first summarizes and explains the development of his theoretical framework relating language proficiency and academic achievement. Five distinguished researchers then provide critiques which highlight varied perspectives on the long term meaning and implications of Cummins' work. Finally, Cummins responds to the critiques in an attempt to clarify his position. This interdisciplinary dialogue raises important issues of concern not only to researchers but to educational practitioners and clinicians at all levels. As such, it is hoped that the knowledge gained from the interaction represented in this volume leads to greater theoretical and practical understanding of the critical areas related to language proficiency assessment.
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