Bilingual educational environments, Cummins tells us, should be mindful of a student's apparent ability to interact at a high cognitive level on the 'street' does not necessarily match their cognitive or communications ability in the 'class'.
It is tempting for teachers and administrators to move students with a high BICS level into a 'mainstream' class because they 'sound' like the other kids on the playground.
Cummins insists that a more thorough assessment[?] of the students academic language abilities be performed before moving the student out of a 'sheltered' language development environment.
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