Question 1a

What is the threshold theory by Cumis?

In his 1976 paper titled "The Influence of Bilingualism on Cognitive Growth: A Synthesis of
Research Findings and Explanatory Hypotheses," Jim Cummins proposed the Threshold Theory,
which contends that bilingual people have two distinct language systems, each with its own set
of linguistic and cognitive resources. For people to gain the most from bilingualism cognitively,
Cummins contends that there is a specific threshold level of ability in both languages that must
be attained.

According to Cummins, second language learners may quickly pick up basic interpersonal
communication skills (BICS), which are gained through social interactions and informal
language use. However, it takes significantly longer to develop and requires more formal
teaching to achieve cognitive academic language proficiency (CALP), which is necessary for
academic performance and formal language usage.

According to Cummins, multilingual people who have mastered both of their languages to a high
level have access to both BICS and CALP and may thus transfer information and abilities across
their languages, providing cognitive advantages.

The threshold hypothesis of Cummins had an impact on how educational methods and policies
for bilingual and multilingual pupils were developed. It emphasizes the significance of acquiring
high levels of competency in both languages as well as the significance of offering pupils the
necessary educational assistance to enable them to cross this threshold.

b. What are the implications of the language policy of education in Ghana?

The threshold theory by Cummins has significant implications for language policies in Ghana,
where there are several local languages spoken alongside English, the official language of
education. Here are some possible effects:
 1. The value of bilingual education is emphasized by the threshold hypothesis, which
contends that bilingual people outperform monolingual people in terms of cognitive
abilities. Given that many children in Ghana speak one or more native languages in
addition to English, this emphasizes the value of multilingual education in that country.
2. High degrees of expertise in both languages are required: The threshold hypothesis states
that to gain cognitively from being bilingual, a specific threshold level of skill in both
languages must be reached. This argues that rather than promoting English at the expense
of local languages, Ghana's language strategy should encourage the development of high
levels of competency in both English and local languages.
3. The threshold theory contends that cognitive academic language proficiency (CALP),
which is necessary for academic success and formal language use, requires more formal
instruction than basic interpersonal communication skills (BICS) and takes longer to
develop. This emphasizes how crucial it is to offer pupils formal language education in
both English and their native tongues to help them reach high levels of competence in
both.
4. Reaching the threshold level of competency in both languages can be difficult, according
to the threshold theory, and may call for the right kind of educational assistance, such as
teacher preparation programs, curriculum development, and teaching aids. This
demonstrates the necessity for policies and initiatives that promote the attainment of high
levels of language competency and that offer bilingual and multilingual pupils the proper
educational assistance.

In conclusion, the Cummins threshold hypothesis has significant ramifications for Ghana's
language policy, including the necessity of bilingual education, high levels of English and local
language competency, formal language teaching, and suitable educational assistance.
Question 2

Write about teachers’ perception of students’ assessment in the case of any of these
teachers (Nursery, primary, J.H.S., S.H.S. tertiary etc.).

Depending on the educational level they are teaching at, teachers' perspectives on student
evaluation might differ. I'll concentrate on teachers' impressions of primary education in Ghana
in my answer.

Students study the fundamentals of reading, writing, and math throughout the crucial learning
stage of primary education. At this level, teachers are crucial in monitoring students'
development and giving them feedback to direct their learning. However, how teachers see
evaluation might affect how they evaluate pupils and give feedback.

Some primary school instructors may consider assessments largely as a means of gauging their
pupils' performance, which might lead to a concentration on grades rather than learning. This
could cause teachers to focus more on covering the curriculum than making sure that pupils are
acquiring the requisite skills and competencies. Teachers who hold this viewpoint could also use
assessments to gauge their performance and be driven to provide high ratings to appease their
superiors or parents.

Some instructors could see evaluation as a means of determining a student's strengths and
shortcomings and of giving the student feedback to direct their study. To monitor students'
progress and give feedback that is precise, timely, and actionable, these teachers may employ a
range of assessment techniques, such as formative assessments. Teachers who have this
viewpoint could also view evaluation as a chance to differentiate education and help problematic
students.

The learning results of pupils can be significantly impacted by how primary instructors see
evaluation in the classroom. A high-pressure, grade-focused learning environment may be
created by teachers who see assessment as a tool for judging student performance, as opposed to
teachers who see assessment as a tool for offering feedback.
In conclusion, how primary school instructors view student evaluations might affect how they
evaluate pupils and give feedback. While some educators would consider assessment as simply a
tool for gauging student performance, others could see it as a way to pinpoint students' areas of
strength and weakness and offer comments to help them improve. Understanding how their
views affect students' learning is crucial for instructors, who should also utilize evaluation as a
tool to encourage lifelong learning and development.
REFERENCES:

Atkins, S., & Burns, A. (2012). Teacher perceptions of the effectiveness of formative assessment
in primary schools. Assessment in Education: Principles, Policy & Practice, 19(1), 21-38.
https://doi.org/10.1080/0969594X.2011.605720

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black
box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.
https://doi.org/10.1177/003172170408600105

Gipps, C., & Stobart, G. (2009). The impact of assessment for learning. Assessment in
Education: Principles, Policy & Practice, 16(1), 1-2.
https://doi.org/10.1080/09695940802648533

Klenowski, V., & Wyatt-Smith, C. (2012). Standards, teacher judgment and moderation:
Negotiating the assessment of student learning. Routledge.

Mitra, D. L., & Serpell, R. (2013). Teachers' conceptions of assessment in a West African
context: Challenges and possibilities. Journal of Education for Teaching, 39(2), 135-149.
https://doi.org/10.1080/02607476.2013.767375