RELATIONSHIPS BETWEEN CUMMINGS DEVICES AND OTHER COMPONENTS
We have already said (p. 314) that a number of sets of materials have appeared which consisted but nothing but series of Cummings devices. The advantages in writing text-books in this way are that each individual device provides a sharp focus for one class hour, and that the absence of any further printed helps leaves no doubt in the teacher's mind that he must be creative, but in general this kind of textbook is inadvisable. Cummings devices have, however, entered into a number of other courses either as the central elements of the lessons, or in peripheral and supporting roles some of the possibilities that can be documented are the following:
1. Cummings device central in each lesson, supported by usual types of drill, glossary, grammar notes, and a few suggestions for use. (Stevick, Indakwa, et al., An Active Introduction to Swahili)
2. Cummings device followed by suggestions for a related 'cross—cultural experience' and 'routine language experience,' and information of interest to learners who also expect to teach English in their host country. (Kim, Lee, Crowley, Lessons in the Korean Language and Culture)
3. Cummings device paired with experience in singing folk songs and enjoying poetry. Often only a distant connection between the Cummings device and the poem. (Bailey, Jamaican Creole Lanquage Course)
4. Cummings device followed by explanatory notes, followed by a series of self-testing frames related to something in the first two parts of the same lesson (Yates and Sayasithsena, Lao Basic Course).
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