Jim Cummins

Schecter, S., & Cummins, J. (2003). Multilingual education in practice using diverstiy as a resource. Portsmouth, NH: Heinemann.

(p.4)
1.Language-as-problem orientation
2.Language-as-right orientation
3.Language-as-resource orientation, in which linguistic diversity is seen as a societal resource that should be nurtured for the benefit of all groups.

(pp.8-9) These studies (e.g., Goodlad 1984) suggest that teacher-centered transmission of information and skills remains the predominant mode of instruction. Sirotnik (1983), in discussing the implications of Goodlad's study, points to the fact that the typical American classroom contains

a lot of teacher talk and a lot of student listening...almost invariably closed and factual questions...and predominantly total class instructional configurations around traditional activities-all in a virtually affectless environment. It is but a short inferential leap to suggest that we are implicitly teaching dependence upon authority, linear thinking, social apathy, passive involvement, and hands-off learning (29).

Goodlad, J. I. (1984). A place called school: prospects for the future. New York: McGraw-Hill.

Sirotnik, K. A. (1983). "What you see is what you get-consistency, persistency, and mediocrity in classrooms." Harvard Educational Review 53: pp.16-31.