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Rodriguez, Arturo. 2012. Bilingual Education, Jim Cummins and the Possibility for Change. Journal of Linguistic Studies 17(3), 89-107. In this essay I provide a brief review analysis and critique of Bilingual Education in the US and the related theories of Professor James Cummins with analyses of his work, including commentary related to possibilities for change in Bilingual Education practice and theory. I begin with a short vignette, personal experience learning to speak English in the United States. The vignette situates readers in language instruction and socio/cultural-political issues that affect children in US public schools, it provides a basis for a personal analysis of James Cummins’ theories related to bilingual education, BICS and CALP constructs, and critiques posed by Edelsky et al (1983), Martin Jones and Romaine (1986) and MacSwan (2000). Further, I discuss the critiques of Cummins’ work and my understanding of their relationship to bilingual education theory and bilingual students’ language and literacy experiences; the sociocultural, psycholinguistic and political influences of language and literacy acquisition in US public schools. (Boise State University)

This study examines the adequacy of Cummins' model of Basic Interpersonal Communicative Skill (BICS) and Cognitive Academic Language Proficiency(CALP). It was hypothesized that Cummins' notions of BICS and CALP are very similar to those depicted in two different content domains of the English Curriculum of Korea for the secondary schools, which are called conversational English and academic English. It is important to examine the plausibility of the conceptual distinction of BICS and CALP because high-stake English tests like National English Ability Test, Level-Differentiated College Scholastic Aptitude Test, and Nationwide Listening Comprehension Test have been based on the national curriculum and designed to measure students' ability to use conversational and academic English. To this aim, data were collected from 205 high school students. After a series of confirmatory factor analyses, the present study found evidence of the construct validity of Cummins' model of BICS and CALP, or the conceptual distinction of conversational and academic English. Lastly, detailed findings and suggestions for further research will be discussed.

In this paper, we consider resistive shorts on gate-source, gate-drain, and drain-source as well as opens in MOS FETs included in typical memory cell of VLSI SRAM and analyze behavior of memory by using PSPICE simulation. Using conventional fault models and this behavioral analysis, we propose linear testing algorithm of complexity O(N) which can be applied to both functional testing and IDDQ (quiescent power supply current) testing simultaneously to improve functionality and reliability of memory. Finally, we implement BIST (built-in self tsst) circuit and BICS(built-in current sensor), which are embedded on memory chip, to carry out functional testing efficiently and to detect various defects at high-speed respectively.