The Theoretical Framework Of Cummins

As described in Cummin’s Theoretical Framework; wherein students are either “empowered” or “disabled” due to direct interaction with the educators of the school, this study affirms that students are likely to be “empowered” if the teacher uses a medium of language that the students are comfortable with, as stated by the informants:
… I’m comfortable with it and at the same time I’m also satisfied with it or the way how they discuss by translating what they’ve said. I’m pretty much comfortable with the language because there wasn’t any situation that I wasn’t able to understand (S5).

This coincides with section of the Theoretical Framework of Cummins’ that mentions the additive-subtractive dimension; wherein Educators who add to their students
Thus, the advancement of a sense of efficacy and inner direction in the classroom is vital for a culturally diverse class to learn effectively (Cummins, 1989).
Based from the given understanding of the teachers on the degree of multicultural aspect of the students, observing the learners, getting personal information and asking questions are the key in identifying the differences of every students. It is the personal competency of the teacher to identify the cultural background of the students specifically: race, religion, ethnicity and origin (Gurol et. Al.). Yet according to Banks (2015) Multicultural awareness does not only focus on the differences of the students in terms of the ethnic and the racial background but to use in the personal and academic growth of the learners. However in the selected schools of the study in Angeles City, only the academic growth is given emphasis and disregard the personal growth in terms of cultural identity of the students, one specific example is using English as the medium; in focusing the language it only resulted from delivering the lesson but not the personal growth. The pedagogy should contain developmental curriculum that makes students knowledgeable and a more productive citizen. In dealing
The learning process must promote the multicultural awareness of the students with the use of group sharing and collaborative learning to accept and be interdependent to the different culture, background and lifestyles of the students are interacting with (Bowser, 2008).Thus, the training of the preservice teachers plays a vital role in developing the skills in dealing with multicultural students, it would enable the preservice teachers and serve as the ground for the future students (Abdourahamane,