NAVES ANNOTATED BIBLIOGRAPHY ON BILINGUAL EDUCATION
Aarts, R. and L. Verrhoeven (1999). "Literacy
Attained in a Second Language Submersion Context." Applied
Psycholinguistics 20(3): 377-394.
The
purpose of this study was to describe the first and second language literacy
levels of a sample of 222 Turkish children living in the Netherlands and to
identify the factors that are related to individual variation in their literacy
performance. Measures of both school literacy and functional literacy were
taken in the target languages, Turkish and Dutch. Data of monolingual control
groups were used as benchmarks. To explore individual variation in biliteracy
scores, background characteristics originating from the child, the family, and
the school were examined. The results of the study indicated that the
children in the Netherlands attained lower levels of literacy than their
monolingual peers. The level of biliteracy of the children in the
Netherlands turned out to be primarily related to the factors of home stimulation,
parents' motivation for schooling, and children's self-esteem.
Abu-Rabia, -. S. (1998). "The Influence of the
Israel-Arab Conflict on Israeli-Jewish Students Learning Arabic as a Third
Language." Language,-Culture-and-Curriculum 11(2): 154-164.
The
attitudes of 100 Israeli-Jewish students toward learning Arabic and coexistence
with Arabs within Israel were investigated, as was their evaluation of
characters they read about in familiar and unfamiliar texts. The students were
found to possess low instrumental and low indoors integrative motivation, but
their army service motivation and outdoors integrative motivation were high
Baker, C. and S. Prys Jones, Eds. (1998). Encyclopedia
of Bilingualism and Bilingual Education. Clevedon, Multilingual Matters.
This
encyclopedia is divided into three sections: individual bilingualism;
bilingualism in society and bilingual
education. It includes many pictures, graphs, maps and diagrams. The book concludes with a comprehensive
bibliography on bilingualism.
CONTENTS:
Part 1 Individual bilingualism - what is a bilingual? -
bilingualism and the family - the
everyday use of bilinguals -
bilingualism and thinking - measurement
of bilingualism
Part 2
Bilingualism in society - bilingualism
in communities - how many languages are
there in the world? - languages in contact, the mapping of languages in the world, presentation of
language maps - language change - language planning and evolution - bilingualism and culture - bilingualism and politics
Part 3
Bilingual education - the aims of
bilingual education - weak forms of
bilingual education - strong forms of
bilingual education - bilingual
education and the community - bilingual
education in the United States -
bilingual education for students with special needs - bilingual education for the deaf and hearing impaired - language awareness - multiculturalism in education - the bilingual classroom - factors affecting second language
acquisition - second language learning
in the classroom
Blackledge, A., Ed. (1994). Teaching Bilingual
Children. Staffordshire, England, Trentham Books Limited.
Blue, G. M. (1993). Language and Success: Lessons To
and From the United States. Language, Learning and Success: Studying through
English. G. M. Blue. London and Basingstoke, Macmillan Publishers Limited:
12-24.
Blue, G. M., Ed. (1993). Language, Learning and
Success: Studying through English. Developments in ELT. Modern English
Publications in association with the British Council. London and Basingstoke,
Macmillan Publishers Limited.
Bot, K. d. (1992). "A Bilingual Production
Model:Levelt's 'Speaking' Model Adapted." Applied Linguistics
13(1): 1-23.
In
this article a description is given of a model of the bilingual speaker. The
model presented is based on Levelt's (1989)
'Speaking' model, which sketches a framework in which a number of
(highly autonomous) information processing components are postulated. The main characteristics of the model are that it
is incremental and parallel, and that lower level processing is more automatised than higher level
processing. An attempt is made to adapt the Levelt model for bilingual
processing. Given the firm empirical
basis of the (monolingual) version of the model, it was intended to change the
model as little as possible. It is
concluded that the first component, the conceptualizer, is probably
partly language-specific and partly language-independent. Further it is hypothesised that there are
different formulators for each language, while there is one lexicon where
lexical elements from different
languages are stored together. The output of the formulators is sent to the
articulator which makes use of a large
set of non-language specific speech motor plans. The adapted version of Levelt's model
appears to provide a good explanation of various aspects of language
production, especially with respect to
code-switching and the storage and retrieval of lexical elements, and it may
suggest a useful direction to take in
future research on language processing in bilinguals.
Brown, D., R. L. Larson, et al. (1997).
"Annotated Bibliography of Research in the Teaching of English." Research
in the Teaching of English.
Twice
a year, in the May and December issues, RTE publishes a selected bibliography
of recent research in the teaching of English. Most of the studies listed
appeared during the six-month period preceding the compilation of the
bibliography (January through June, 1997, for the present bibliography), but
some studies that appeared earlier are occasionally included. The listing is
selective; it makes no attempt to include all research and research-related
studies that appeared in the period under review. Comments on the bibliography
and suggestions about items for inclusion may be directed to the bibliography
editors
Carlisle, R. S. (1989). "The Writing of Anglo and
Hispanic Elementary School Students in Bilingual, Submersion, and Regular
Programs." Studies in Second Language Acquisition 11: 257-280.
Cenoz, J. (1996). Learning a Third Language: Basque,
Spanish and English. Spanish in Contact: Issues in Bilingualism. A.
Roca, & Jensen, John B. Somerville, Cascadilla: 13-27.
The
role of bilingualism in the acquisition of English in the Basque region of
northern Spain is analysed. Monolingual Spanish-speaking & bilingual
Basque/Spanish secondary students aged 17-19 (N = 154 & 166, respectively)
who had studied English in school were administered questionnaires, language
& intelligence tests, & recorded interviews in both English & their
first language to assess intelligence, socio-economic status, attitudes toward
learning English, motivation, & exposure to English. The hypothesis that
the bilingual students would achieve higher results on English-language
proficiency tests than their monolingual peers was confirmed. Significant
effects of bilingualism were found on four of five measures, i.e., listening,
speaking, writing, & vocabulary/grammar. No significant effect on reading
ability was observed. Proposals that intelligence & motivation play crucial
roles in second-language acquisition were also supported. 5 Tables, 5
Figures, 43 References.
Cenoz, J. (1998). Multilingual Education in the Basque
Country. Beyond Bilingualism. Multilingualism and Multilingual Education.
J. Cenoz and F. Genesee. Clevedon, Multilingual Matters: 175-191.
Cenoz, J. and F. Genesee, Eds. (1998). Beyond
Bilingualism. Multilingualism and Multilingual Education. Clevedon,
Multilingual Matters.
Cenoz, J. and D. Lindsay (1994). "Teaching
English in Primary School: A Project To Introduce a Third Language to Eight
Year Olds." Language and Education 8(4): 201-210.
Described
is a project carried out in 30 primary schools in the Basque Country during the
academic year 1992/93, introducing English as a foreign language to
8-year-olds. The situation of teaching primary English in the Basque Country is
outlined, as well as the aims & implementation of the project. General
attitudes toward the project, the process of teacher development, & the
progress in language learning were evaluated through videotaped classroom
observations, questionnaires, & listening comprehension (LC) & oral
tests (N = 368 LC & 142 oral test takers). Remarks are made concerning the
implications of the project. 31 References. Adapted from the source document
Cenoz, J. and D. Lindsay (1994). "Teaching
English in Primary School: A Project To Introduce a Third Language to Eight
Year Olds. Paper presented at the Annual Meeting of the Teachers of English to
Speakers of Other Languages (28th, Baltimore, MD, March 8-12, 1994." ERIC
Database(ED372637).
A
project introducing English as a third language in 30 elementary schools in the
Basque Country (Spain) is described. The program, emerging from a national
curriculum reform effort, begins English instruction when students are eight
years old, three years earlier than previously. Students are already bilingual
in Spanish and Basque, both official languages, and some feel that because the
two languages are not related, students experience some confusion in learning
both. Addition of a third, also unrelated language is seen as a special
challenge in this area. At the program's inception in 1992, the University of
the Basque Country was designated as the co-ordinating institution. Teachers
were trained in English language instruction in the United Kingdom and had
regular meetings for discussing instructional issues and exchanging ideas. An
activity-based and thematic syllabus evolved from this process. Program
co-ordinators observed classrooms several times a year. A formative evaluation
used observation, an attitude survey of teachers, parents, and administrators,
a teacher survey, and English language testing. Results suggest the program
fostered a favourable attitude toward English language teaching, highlight the
important role of the teacher, and provided a significant opportunity for
teacher development. Areas for improvement were also identified.
A bibliography is included
Clyne, M. and P. Cassia (1999). "Trilingualism,
immigration and relatedness of language." ITL Review of Applied
Linguistics 123-124: 57-78.
Cots, J. and L. Nussbaum (2001). "L'aprenentatge
de llengües estrangeres en un context multilingüe i pluricultural." Escola
Catalana 377(XXXVI): 10-14.
Crandall, J. (1992). "Content-Centered Learning
in the United States." Annual Review of Applied Linguistics 13:
111-127.
Introduction
Background
Rationale
Program models
Instructional Strategies and Techniques:
1. Cooperative learning and other grouping strategies
2. Task-based or experiential learning
3. Whole language strategies
4. Graphic organisers
It contains annotated bibliography
Crandall, J. and G. R. Tucker (1990). Content-Based
Instruction in Second and Foreign Languages. London, Sage Publications.
Cromdal, J. (1999). "Childhood Bilingualism and
Metalinguistic Skills: Analysis and Control in Young Swedish-English
Bilinguals." Applied Psycholinguistics 20(1): 1-20.
Several
scholars have claimed that childhood bilingualism may enhance development of
linguistic awareness. In the present
investigation, metalinguistic ability is studied in terms of the dual
skill components outlined by Bialystok
and Ryan (1985): control of linguistic processing and analysis of linguistic knowledge. A total of 38
English-Swedish bilinguals, assigned to two groups according to relative proficiency, and 16 Swedish
monolinguals, all aged 6 to 7 years, received three tasks: symbol substitution, grammaticality judgement, and
grammaticality correction. Effects of general bilingualism were found on tasks requiring a high control
of linguistic processing, thus replicating previous findings. The results indicated that a high degree
of bilinguality may also enhance the development of linguistic analysis. Moreover, it was found that
certain metalinguistic skills - especially control of processing - were more readily applied in the subjects'
weaker language.
Cumming, A. H. (1994). Bilingual performance in
reading and writing. Ann Arbor
Amsterdam ; Philadelphia, Published at the University of Michigan; Distributed by J. Benjamins Pub.Editedited by Alister H. Cumming.
Collection of previously published articles.
Awareness of text structure : effect on recall /
Patricia L. Carrell -- Second-language readers' memory for narrative texts /
Yukie Horiba, Paul W. van den Broek, and Charles R. Fletcher -- The
relationship between first- and second-language reading comprehension of
occupation-specific texts / Janet Donin and Maria Silva -- Phonological
recoding in the first- and second-language reading of skilled bilinguals /
Norman Segalowitz and Martine Hebert -- Language proficiency, writing ability,
and composing strategies / Ann Raimes -- Writing expertise and second-language
proficiency / Alister Cumming -- Effects of first language on second-language
writing / Hiroe Kobayashi and Carol Rinnert -- Evidence of transfer and loss in
developing second-language writers / Joan Eisterhold Carson and Phyllis A.
Kuehn -- Orality-literacy and group differences in second-language acquisition
/ Lynne Hansen-Strain -- Effects on ESL reading of teaching cultural content
schemata / Pamela Floyd and Patricia L. Carrell -- Acquiring literacy in a
second language : the effect of book-based programs / Warwick B. Elley.
Cummins, J. (1980). "The Cross-Lingual Dimensions
of Language Proficiency: Implications for Bilingual Education and the Optimal
Age Issue." Tesol Quarterly 14(2): 175-187.
It is
argued that a dimension of cognitive/academic language proficiency (CALP) can
be empirically distinguished from interpersonal communicative skills such as
accent and oral fluency in both L1 and L2, and that cognitive/ academic
proficiencies in both L1 and L2 are manifestations of the same underlying
dimensions. This analysis of language proficiency and its cross-lingual
dimensions is applied to the interpretation of data on the effects of bilingual
education programs and on the age issue in second language learning.
The success of French immersion programs for majority
language anglophone children in Canada and elsewhere is well documented (Swain
1978) and need not be considered in detail. Briefly, evaluations have
consistently shown than children instructed mainly through French in the early
grades suffer no adverse academic or cognitive consequences and catch up with
regular program comparison groups in English language skills shortly after
formal English language arts are
introduced (usually about grade 2 or 3). Many investigators have remarked on
the rapid transfer of reading skills from French to English (Genesee, 1979,
Lambert& Tucker 1972). This transfer is clearly what would be predicted on
the basis of the interdependence hypothesis.
(…)
Evaluations of bilingual education programs for
minority language children demonstrate a very similar transfer of language
skills across languages. Fore example, several studies involving minority
francophone students in Canada show that instruction through French (l1) is
just as effective in promoting English proficiency as instruction through
English.
(…)
The findings of a longitudinal evaluation of the
bilingual program for Navajo students at Rock Point (Rosier & Farella 1976)
in which all initial literacy skills were taught in Navajo, showed that by
grade 5 and 6, students were performing at the National U.S. norm in English
reading. Prior to the institution of the bilingual program, students at Rock
Point were two years below the norm in English reading despite intensive ESL
instruction in the school. Troike (1978) has reviewed findings from other
bilingual programs which showed that minority students performed as well or
better in English skills compared to students in English-only programs
In these programs for minority language children as
well as in immersion programs for majority children, instruction through the
minority language has been effective in promoting proficiency in both
languages. These findings support the interdependence hypothesis; in both
instances the instruction is effective in promoting CALP which will manifest
itself in both languages, given adequate motivation and exposure to both
languages either in school or wider environment
(…)
Four points have been made: (1) CALP is a reliable
dimension of individual differences which is central to scholastic success and
which can be empirically distinguished from interpersonal communicative skills
in both L1 and L2; 2) The same dimension underlies cognitive academic
proficiency in both L1 and L2, i.e., L1 and L2 CALP are interdependent; 3)
Older learner acquire L2 CALP more rapidly than younger learners because L1
CALP is better developed; and 4) To the extent that instruction through Lx is
effective in developing Lx CALP, it will l also develop Ly CALP provided there
is adequate exposure Ly and motivation
to learn Ly since the same dimension underlies performance in both languages
(184-185)
Cummins, J. (1992). "Bilingualism and Second
Language Learning." Annual Review of Applied Linguistics 13:
51-71.
Cummins, J. (forhtcoming). "Tests, Achievement
and Bilingual Students."
available
on line
Cummins, J. (forthcoming). "Rossell and Baker:
Their Case for Effectiveness of Bilingual Education."
available
on line
Cummins, J. (forthoming). Beyond Adversarial
Discourse: Searching for Common Ground in the Education of Bilingual Students. The
Politics of Multiculturalism: Students and Teachers in the Crossfire. C.
Ovando and P. McLaren, McGraw Hill.
Presentation
to the California State Board of Education. February 9, 1998. Sacramento
California available on line
Cummins, J. and M. Swain (1998). Bilingualism in
Education. Malaysia, Longman.
Duke University (1998). Appendix B: Foreign Languages
Across the Curriculum.
Eggen, P. D. and D. P. Kauchak (1996). Strategies
for Teachers. Teaching Content and Thinking Skills. Boston, Allyn and
Bacon. A Simon & Schuster Company.
Fairchild, H. H. and A. M. Padilla (1990). Innovations
in Foreign Language Education: Contributions from Bilingual Education.
London, Sage Publications.
Freeman, R. (989). Bilingual Education and Social
Change. Clevedon, UK, Multilingual Matters.
Fruhauf, G., D. Coyle, et al., Eds. (1996). Teaching
Content in a Foreign Language. Practice and Perspective in European Bilingual
Education. Alkmaar, Stichting Europrint.
Fuller, J. M. (1999). "Between Three Languages:
Composite Structure and Interlanguage." Applied Linguistics 20(4):
534-561.
Genesee, F.
(2000). "Bilingualism." Language and Cognition 3(3):
167-172.
Gooden Jones, E. M. (1996). Developing Writing
Proficiency through Cooperative Learning Strategies in Limited English
Proficient College Students, Fordham U, 1996.
Guerrero, M. D. (1997). "Spanish Academic
Language Proficiency." Bilingual Research Journal 21(1).
Empirical
evidence has been forthcoming that supports the sustained use of native
language instruction for Spanish language origin children in the United States.
This paper argues that prospective bilingual education teachers are not
generally afforded the type of Spanish language development opportunities
needed to provide sustained native language instruction characterising the most
effective program models. Rather, the academic Spanish language development
opportunities they do receive are aimed primarily at serving the needs of early-exit transitional bilingual
education programs, the most common and least effective type of bilingual program
in the US.
"Two-way immersion programs, and more
specifically, sustained native language instruction, are by no means the sole
solution to the educational plight on the community in question. However, under
present U.S. policies and practices, this type of bilingual education program
model appears promising in alleviatiing the pattern of underachievement that
unfortunately characterises too large percentage of the Spanish-speaking
community"
Hakuta, K. and D. D'Andrea (1992). "Some
Properties of Bilingual Maintenance and Loss in Mexican Background High-School
Students." Applied Linguistics 13(1): 72-99.
Properties
of the maintenance and loss of Spanish/English bilingualism were investigated
in 308 high-school students of Mexican background. Subjects were classified
by their depth of familial establishment in the United States. The key
variables investigated were their actual and self-reported proficiencies in
Spanish and English, self-reported language choice behaviour in various
settings, and their language attitude. The largest difference in Spanish
proficiency was found between the cohort who were born in the United States but
whose parents were born in Mexico and the cohort whose parents were born in the
United States, with maintenance of Spanish evident up to this group. Maintenance
of Spanish proficiency was principally associated with adult language practice
in the home, and was not predicted by the subject's language choice outside the
home or their language attitude. In turn, adult language choice was found to be
affected by the demographic fact of immigration, the adult's ability to use
English in the home, and increasing distance in the familial social network
ties to Mexico. Outside of the home domain, language choice was found to show
rapid and constant shift towards English. This shift in language choice was
unrelated to Spanish proficiency, but instead was predicted by the subject's
language attitude. Language attitude also appeared to contaminate self-reported
proficiency in both Spanish and English. Finally, a response latency task for
vocabulary production and recognition in Spanish suggested that attrition of
Spanish is best characterised as difficulty in retrieval rather than total
loss.
Halliwell, S. (1992). Emplear la Clase de Idiomas como
base para el Trabajo en otras Asignaturas. La Enseñanza del Inglés en la
Educación Primaria. Metodología práctica para la clase de primaria en el nuevo
sistema educativo español. S. Halliwell. Essex, England, Longman: 135-141.
Halliwell, S. (1992). Emplear Técnicas de otras
Asignaturas para Estimular el Trabajo en la Clase de Idiomas. La Enseñanza
del Inglés en la Educación Primaria. Metodología práctica para la clase de
primaria en el nuevo sistema educativo español. S. Halliwell. Essex,
England, Longman: 141-146.
Halliwell, S. (1992). Emplear Temas de otras
Asignaturas en la Clase de Inglés. La Enseñanza del Inglés en la Educación
Primaria. Metodología práctica para la clase de primaria en el nuevo sistema
educativo español. S. Halliwell. Essex, England, Longman: 147-148.
Halliwell, S. (1992). Estrategias para Impartir toda
una Clase de otra Asignatura en Inglés. La Enseñanza del Inglés en la
Educación Primaria. Metodología práctica para la clase de primaria en el nuevo
sistema educativo español. S. Halliwell. Essex, England, Longman: 149-156.
Halliwell, S. (1992). Integrar la Enseñanza de Idiomas
en otras Asignaturas. La Enseñanza del Inglés en la Educación Primaria.
Metodología práctica para la clase de primaria en el nuevo sistema educativo
español. S. Halliwell. Essex, England, Longman: 123-134.
Halliwell, S. (1992). Integrating Language Work and
Other Subjects. Teaching English in Primary School. S. Halliwell. London
& New York, Longman: 130-143.
Halliwell, S. (1992). Introducing Topics from Other
Subjects into Language Lessons. Teaching English in Primary School. S.
Halliwell. London & New York, Longman: 158-160.
Halliwell, S. (1992). La Enseñanza del Inglés en la
Educación Primaria. Metodología práctica para la clase de primaria en el nuevo
sistema educativo español. Essex, England, Longman.
Halliwell, S. (1992). Strategies for Teaching Whole
Lessons of other Subjects in English. Teaching English in Primary School.
S. Halliwell. London & New York, Longman: 161-169.
Halliwell, S. (1992). Teaching English in the
Primary School. London & New York, Longman.
Halliwell, S. (1992). Using Language Classes to
Provide Material for Work in other Lessons. Teaching English in Primary
School. S. Halliwell. London & New York, Longman: 144-151.
Halliwell, S. (1992). Using Techniques from other
Subjects to Stimulate Language Work. Teaching English in Primary School.
S. Halliwell. London & New York, Longman: 152-157.
Harley, B., P. Allen, et al., Eds. (1990). The
Development of Second Language Proficiency. Applied Linguistics. Cambridge,
Cambridge University Press.
It
presents the results of a major investigation of SL proficiency in various
groups of school age learners. The contributors, address such issues as the
nature of language proficiency, the impact of classroom practices on SL
learning, the relationship between social-environmental factors and bilingual
proficiency, and the relationship between age and language proficiency.
Harley, B., D. Hart, et al. (1986). "The Effects
of Eearly Bilingual Schooling on First Language Skills." Applied
Psycholinguistics 7(4): 295-322.
In
this study, the development of first language skills among native
English-speaking students enrolled in early French immersion programs in
Canadian schools is explored. It is hypothesised that early bilingual
schooling received by those majority children wills serve to enhance their
performance on various kinds of L1 tasks. Some preliminary evidence
consistent with this hypothesis is found in a longitudinal comparison of
English language test scores obtained over a six-year period of 22 immersion
students and 22 regular English program students. Analysis of specific test
items where the immersion students clearly outperform their regular program
counterparts leads to the development of more specific hypotheses, which are
tested via new measures on a larger sample of students in grade 6.
Howarth, P. (1993). A Phraseological Approach to
Academic Writing. Language, Learning and Success: Studying through English.
G. M. Blue. London and Basingstoke, Macmillan Publishers Limited: 70-79.
Jim, C. (1981). "Age on Arrival and Immigrant
Second Language Learning in Canada: A Reassessment." Applied
Linguistics 2(2): 132-149.
Levis, N. (2001). "The Brave New World of
Bilingual Teaching." Times Educational Supplement(4418).
"At
Regents Park they actively encourage pupils to use their mother tongue in
class. And the policy is paying off as national test results rise
dramatically" Neil Levis reports.
Lightbown, P. M. (2000). "Great Expectations:
Second-Language Acquisition Research and Classroom Teaching." Applied
Linguistics 21(4): 431-462.
In
Lightbown (1985a), the author summarised
SLA research by stating ten generalisations which were consistent with
the research to that date. She concluded that SLA research could not serve as
the basis for telling teachers what to teach or how. One of the reasons for
that was the limited scope of SLA research at that time. Another reason was
that most of the research had not been designed to answer pedagogical
questions. However, she suggested that SLA research was one important source of
information which would help teachers set appropriate expectations for
themselves and their students. In this paper, following a review of language
teaching practices of the past fifty years, she reassesses the ten
generalisations in light of the considerable amount of classroom-based SLA
research which ahs been carried out since 1985, especially that which has
addressed pedagogical corners in primary and secondary school foreign and
second language classes. For the most part, this research tends to add further
support to the generalisations, and this gives them greater pedagogical
relevance. Nevertheless, Lightbown argues that teachers need to continue to
draw on many other kind of knowledge and experience in determining the teaching
practices which are appropriate for their classrooms.
Marsh, D. and G. Langé, Eds. (1999). Implementing
Content and Language Integrated Learning. A Research-driven TIE_CLIL Foundation
Course Reader. Jyväskylä, Finland, Continuing Education Centre, University
of Jyväskylä on behalf of TIE-CLIL (European Lingua Project).
Mohan, B., C. Leung, et al., Eds. (2001). English
as a Second Language in the Mainstream. Teaching, Learning and Identity.
Language Linguistics and Language Study. Essex, England, Longman.
Drawing
on their experience as researchers and educators in Australia, Canada and
England, the authors of English as a Second Language in the Mainstream present
an up-to-date account of advances in theory and practice. Their analysis of
system-wide provision however, suggests that a truly responsive educational
vision is lacking: government policy is inadequate, educational practices for
ESL students are either underdeveloped or poorly co-ordinated with practices
for other students, and the rhetoric of reform fails to engage significantly
with issues of teaching and resources. The authors argue towards a more
comprehensive vision which can acknowledge the relation between issues
concerning ESL students and issues concerning the educational system as a
whole, which can co-ordinate reforms in ESL education with general reforms,
which can explicitly and systematically integrate language learning and content
learning, and which can build more positively on the multilingual and multicultural
nature of modern education for all students.
Muñoz, C., Ed. (2000). Segundas Lenguas.
Adquisición en el Aula. Ariel Lingüística. Barcelona, Ariel.
TOC
Autores
Introducción
Primera
Parte: El Aprendiz, sujeto de aprendizaje
1. Lo que
la fruta puede decirnos acerca de la transferencia léxico-semántica: una
dimensión no estructural de las percepciones que tiene el aprendiz sobre las
relaciones lingüísticas by Eric Kellerman
2. La
teoría Chomskiana y la adquisición de la gramática no nativa: a la búsqueda de
desencadenantes by Juana M. Liceras & Lourdes Díaz
3. La
motivación y su relación con la edad en un contexto escolar de aprendizaje de
una lengua extranjera by Elsa Tragant & Carmen Muñoz
Segunda
Parte: El aula , lugar de aprendizaje
4. Las
variables contextuales y el efecto de la instrucción en la adquisición de
segundas lenguas by Jasone Cenoz y Josu Perales
5.
Métodos actuales de investigación en el aula de segundas lenguas by Craig
Chaudron
6. La
negociación del entorno lingüísticao de la L2 by Catherine Doughty
Tercera
Parte: Las competencias, objeto de aprendizaje
7. El
desarrollo de la competencia gramatical oral en una segunda lengua a través de
la actuación lingüística: aproximaciones interaccionistas y cognitivas by Lourdes
Ortega
8. La pragmática
de la interlengua desde una perspectiva evolutiva by Gabriele Kasper &
Margaret A Dufon
9.
Desarrollo de la competencia discursiva oral en el aula de lenguas extranjeras:
perspectivas metodológicas y de investigación by Eva Alcón Soler
10. La influencia
de la variable 'grado de dominio de la L2' en los procesos de composición en la
lengua extranjera: hallazgos recientes de la investigación by R. M. Manchón,
J. Roca & L. Murphy
11.
Influencia del conocimiento previo y del nivel de una segunda lengua en la
comprensión escrita de textos académicos by Victòria Codina Espurz &
Esther Usó Juan
Back cover written by Carme Muñoz Lahoz
Este
volumen constituye un esfuerzo por ofrecer al lector de habla castellana
trabajos actuales en el campo de la adquisición de segundas lenguas realizados
tanto dentro como fuera de este país [España]. Son muchos los libros que se
publican cada año sobre adquisición de lenguas, no sólo en los países
anglosajones (en los que existe un evidente y claro interés por la explicación
de los procesos de enseñanza-aprendizaje de la lengua inglesa), sino también en
otros países de nuestro entorno europeo. Por lo contrario, en los países de
habla hispana y, en España en particular, el campo de la adquisición de
segundas lenguas es todavía muy reciente, habiendo florecido de manera especial
en lugares con una cierta tradición de estudios de primeras lenguas o de
bilingüismo.
Este
libro presenta una selección de trabajos sobre adquisición de segundas lenguas
que se centran principalmente en los procesos de aprendizaje de lenguas en el
marco escolar, orientado especialmente a investigadores y a profesores de
idiomas de nuestro contexto. Es el nuestro precisamente un contexto rico y
diverso en situaciones de adquisición de lenguas no maternas en el aula. Además
de la situación e adquisición de lenguas extranjeras por niños, jóvenes y
adultos en un marco institucional, nos encontramos con la situación de las
segundas lenguas que se adquieren por inmersión escolar en las comunidades
bilingües y, más recientemente, la nueva situación de inmigrantes de lenguas no
hispanas que aprenden en la escuela una o dos segundas lenguas.
Aunque la
adquisición de segundas lenguas se realice mediante los mismos procesos en una
situación de inmersión como en una de aprendizaje escolar, las diferencias que
aporta el contexto son importantes y deben ser conocidas para facilitar la
intervención pedagógica.
Interesa
también descartar el esfuerzo de recoger en este libro estudios sobre
adquisición del español como segunda lengua, campo que tiene todavía mucho
camino que recorrer, si lo comparamos con el de adquisición del inglés como
lengua segunda o extranjera.
Finalmente,
es de gran interés el conjunto de propuestas de estudios de los autores y
autoras de los diferentes capítulos para cada una de las áreas. Estas
propuestas pueden proporcionar a los estudiosos, principiantes o no, un
conocimiento de las áreas en desarrollo y en las que su aportación,
particularmente en el campo del español como segunda lengua, sería necesarias.
Muñoz, C. (2001). "L'Ensenyança de llengües estrangeres: ja hi dediquem prou
temps?" Escola Catalana 377(XXXVI): 6-9.
"L'objectius de l'ensenyament escolar de llengües
estrangeres és aconseguir parlants de la llengua meta amb una competència
comunicativa bàsica, iper assolir això el sistema escolar català disposa de
menys de 800 hores des de tercer curs d'educació primària fins a segon curs de
batxillerat. Per altra banda, els experts en ensenyament i aprenentatge de
llengües que han estudiat el temps que es necessita per aconseguir el domini
d'una llengua han calculat que són necessàries aproximadament unes 5.000 hores
de classe, i que un coneixement elemental requereix unes 1.200"
Muñoz, C. (forthcoming). "Los
Avances Canadienses en la Enseñanza de Segundas Lenguas. Reflexiones sobre
nuestra situación."
"En
conclusión, cualquiera que sea la fórmula que se siga para mejorar las
situación de enseñanza-aprendizaje de lenguas extranjeras en España, ésta
debería tener muy en cuenta las tres lecciones que, a mi parecer, nos aportan
las experiencias canadienses a este respecto. Primera, una introducción
temprana es óptima cuando la lengua se utiliza como medio de instrucción y
comunicación efectiva y significativa, lo cual significa también una exposición
masiva a la lengua. Segunda, el aprendizaje intensivo proporciona mejores
resultados que el aprendizaje extensivo, por lo que un inicio más temprano sin
un incremento muy considerable de horas de exposición y enseñaza de la lengua,
no produciría beneficios sustanciales. Tercera, la enseñanza escolar de un
idioma extranjero presenta evidentes limitaciones, pro ejemplo en el tipo de
input e interacción en el aula, en la cantidad y calidad de la exposición a la
lengua, y en el tiempo destinado al aprendizaje. La escuela debería, por ello,
tener como objetivo proporcionar a los estudiantes los niveles básicos
suficientes en una lengua, y la motivación suficiente, para que éstos continúen
aprendiendo después de clase, y más allá de la escuela. Sin duda alguna,
tendremos que seguir observando muy de cerca los avances canadienses en esta
materia, tanto a nivel de propuestas organizativas escolares como
pedagógicas."
Musumeci, D. (1996). "Teacher-Learner Negotiation
in Conten-Based Instruction: Communication at Cross-Purposes." Applied
Linguistics 17(3): 286-324.
This
research looks at teacher-student exchanges in three content-based language
classrooms. The data reveal persistent archetypal patterns of classroom
interaction; teachers speak most of the time and they initiate the majority of
the exchanges by asking display questions, whereas student-initiated requests
are reverential. In addition, teachers modify their own speech in response to
students' signals of non-understanding regardless of activity type (whole
class, small group, one-to-one), but students prefer to verbally request help
only in small group or one-to-one interactions with the teacher. Moreover,
although teachers repeatedly modify their speech in response to students'
requests (verbal or non-verbal), they rarely request modifications of the
students' speech. Sustained negotiation - in which teachers and students
verbally resolve incomplete or inaccurate messages - occurs rarely or not at
all in these classrooms.
Navés Nogués, T. and C. Muñoz Lahoz (1999).
Experiencias AICLE en España. Implementing Content and Language Integrated
Learning. A Research-driven TIE_CLIL Foundation Course Reader. D. Marsh and
G. Langé. Jyväskylä, Finland, Continuing Education Centre, University of
Jyväskylä on behalf of TIE-CLIL (European Lingua Project): 131-144.
Navés Nogués, T. and C. Muñoz Lahoz (1999).
Implementation of CLIL in Spain. Implementing Content and Language
Integrated Learning. A Research-driven TIE_CLIL Foundation Course Reader.
D. Marsh and G. Langé. Jyväskylä, Finland, Continuing Education Centre,
University of Jyväskylä on behalf of TIE-CLIL (European Lingua Project):
145-1158.
Navés Nogués, T. and C. Muñoz Lahoz (2000). Usar las
Lenguas Extranjeras para Aprender y Aprender a Usar las Lenguas Extranjeras.
Una introducción al AICLE para madres, padres, y jóvenes. Using Languages to
Learn and Learning to Use Languages. D. Marsh and G. Langé. Jyväskylä,
Finland, UniCOM, University of Jyväskylä on behalf of TIE-CLIL.
Navés, T. and C. Muñoz (1999). Experienze di CLIL
(AICLE) in Spagna. Apprendimento Integrato di Lingua e Contenuti: Propososte
di Realizzazione. Corso di base per la sperimentazione TIE-CLIL. D. Marsh
and G. Langé. Milano, Italy, M.P.I.- Direzione Regionale per la Lombardia: 134.
Norris, J. M. and L. Ortega (2000).
"Effectiveness of L2 Instruction: A Research Synthesis and Quantitative
Meta-analysis." Language Learning 50(3): 417-528.
This
study employed (and reports in detail) systematic procedures for research
synthesis and meta-analysis to summarise findings
Ozerk, K. and S. Krashen (2001). "Subject Matter
Teaching in Bilingual Education: Impact on Bilingual and Monolingual
Students." ITL Review of Applied Linguistics 131-132: 1-10.
Urdu
and Turkish speaking children acquiring Norwegian as a second language learned
more subject matter in bilingual classes than comparison students in
monolingual Norwegian-only classes. Monolingual native speakers of
Norwegian learned the same amount of subject matter in bilingual and monolingual
classes.
Padilla, A. M., H. H. Fairchild, et al., Eds. (1990). Foreign
Language Education. Issues and Strategies. London, Sage Publications.
Peirce, B. N., M. Swain, et al. (1993).
"Self-Assessment, French Immersion, and Locus of Control." Applied
Linguistics 14(1): 25-42.
This
article compares the self-assessments of French proficiency made by
approximately 500 Grade 8 students in two different French immersion programs
('early' and 'middle') in Toronto, Canada. Two self-assessment benchmarks are
used: the perceived language proficiency of francophone peers and the
difficulty represented by specific everyday tasks in French. The study
investigates: (1) the extent to which self-assessment is a valid and reliable
indicator of tested proficiency in French immersion programs; (2) how
benchmarks influence correlations of self-assessment with tested proficiency;
(3) whether self-assessment research can inform or support current theories of
second language learning and assessment. The results indicate that: (1)
self-assessments of language proficiency correlate only weakly with objective
measures of language proficiency; (2) self-assessment measures on specific
tasks are more highly correlated with tested proficiency than are global
self-assessment measures; (3) irrespective of program, students agree on the
relative difficulty of oral and literacy tasks in French under specific
conditions of reception and production. These findings are explained with
reference to current research on self-assessment, Spolsky's Conditions for
Second Language Learning (1889), and the author's construct of 'locus of
control' in a communicative event. It is argued that the locus of control
operates at the 'interface' (Bachman 1989) between language assessment and
second language acquisition research.
Pérez Vidal, C., R. Torras, et al. (2000). "Age
and EFL Written Performance by Catalan /Spanish Bilinguals." Spanish
Applied Linguistics 4(2): 267-290.
The
objective of this paper is to analyse and compare the production of written English
as an L2 of 2 groups of learners who are bilingual in Catalan and Spanish. They
are differentiated in that they have had different starting ages of instruction
in English, 8 and 11 respectively. Both groups were measures at two different
times, after 200 and 416 hours of English. For the purpose of the comparison, a
set of measures to gauge writing ability was applied. Moreover, a more detailed
quantitative and qualitative analysis of the constructions in their production
was carried out, as these show interlingual and intralingual connections
operating in their writing. Our results add further support to the already
existing evidence in favour of the critical period hypothesis, with data from
bilingual subjects learning English as a third language in a foreign language
environment.
Complexity: Co-ordination Index, Nodes per sentence,
Total number of non-finite verbs, Lexical density,
Noun types, Adjective types, Primary verbs types,
Lexical verb types and auxiliary verb types.
Fluency: Total number of sentences, clauses and words.
Words per sentence and total number of nodes.
Accuracy: Percentage of error-free sentences and total
number of rejected units.
Porter, R. P. (2000). "Accountability is Overdue:
Testing the Academic Achievement of Limited English Proficient Students." Applied
Measurement in Education 13(4): 403-410.
Providing
an equal education for 3.5 million children who do not have as sufficient
knowledge of the English language and to help them participate fully in
mainstream classrooms is a growing challenge for U.S. public schools. Education
reform and accountability initiatives in several states are beginning to
include limited English proficient (LEP) students in their assessment efforts. Educators
recognise the importance of maintaining rigorous standards and high
expectations for language minority students. Legal mandates require periodic
assessments of LEP students' progress and the allocation of additional
resources where needed. Texas leads the country in bringing about academic
accountability for LEP students -trough evaluating and reporting annually on
their progress in English-language literacy and in their learning of school
subjects, and by documenting the steady growth in successful performance on
state tests by this special population
Poulisse, N. and T. Bongaerts (1994). "First
Language Use in Second Language Production." Applied Linguistics
15(1): 36-57.
This
article reports the results of a study undertaken to provide data relevant to
the development of a model of bilingual speech production. The data
which we used for this purpose are 771 unintentional language switches which
occurred in a 35-hour corpus of L2 learner English collected from 45 Dutch
learners at 3 different proficiency levels. The occurrence of the language
switches turned out to be related to the learners' proficiency in English. This
finding is interpreted as support for a spreading activation account of lexical
access in bilingual speakers in which the relative frequency of L1 and L2 words
in the learner's repertoire plays an important role.
We also examined whether our findings could be
accommodated with Myers-Scotton's (1992) matrix language frame model for
intrasentential code switching and with de Bot's (1992) suggestions to
adapt Levelt's (1989) model of speaking for bilingual speech production. In
general, this proved to be the case, but the data suggested it was also
possible to draw some more specific conclusions. These concerned the storage of
inflected word forms in the (bilingual) mental lexicon, the existence of a
lexical checking device, and the relationship between lemma access and
phonological encoding.
Richard-Amato, P. A., Ed. (1992). Multicultural
Classroom. Readings for Content-Area Teachers. New York, Addison-Wesley
Publishing Company.
Rivers, -. W.-P. (1996). "Self-Directed Language
Learning and Third Language Learner. Paper presented at the Annual Meeting of
the American Council on the Teaching of Foreign Languages (30th, Philadelphia,
PA, November 22-24, 1996)." ERIC Database(ED411679).
A
study investigated the characteristics and behaviours of college students
learning a third language. Four groups of students with backgrounds in Slavic
second languages and enrolled in a variety of Slavic and non-Slavic third
languages courses were studied using ethnographic techniques, including
open-ended questionnaires, focus groups, classroom observation, and interviews.
Subjects were from three programs: a 1993-94 program in languages of the former
Soviet Union at the University of Maryland at College Park; a language
cross-training program at the Defense Language Institute Foreign Language
Center (California) (DLI); and a DLI study of the effectiveness of foreign
language immersion training. The proficiency outcomes of third-language
learners were compared with those of learners in similar second-language
courses. Two results emerged: (1) third-language learners are highly
successful; they learn more language faster than second language learners of the
same target language; and (2) their behaviours are those of the self-directed
learner. Implications of self-directed second-language learning for the learner
of less commonly taught languages and for learning outside formal language
programs are discussed. Contains 88 references
Rolstad, K. (1997). "Effects of Two-way Immersion
on the Ethnic Identification of Third Language Students: An Exploratory
Study." Bilingual Research Journal 21(1).
While
two-way immersion programs have been shown to be very effective for both
language majority and language minority students, their effectiveness with
students who speak a home language other than those used in the classroom has
not been established. Since the inclusion of such third language students in
two-way immersion programs is rare, little is known about whether the effects
might be positive or negative. However, a Korean/English two-way immersion
program implemented in Los Angeles which includes several speakers of Spanish
and Tagalog presented a rare research opportunity. Among several possible areas
of concern regarding the effects of two-way immersion on third language
students, differences in ethnic identification might be anticipated. This
exploratory study provides and discusses indicators of positive progress
outcomes which relate to academic achievement, language development and ethnic
identity, focusing on ethnic identification with students' own group and with
others. Data were collected from students in two other programs, English
mainstream and Spanish bilingual, for comparison with same school peers. It was
found that the third language students fared quite well in academic and
language development, as well as in ethnic identification, with some
interesting differences. Based on these findings, it is tentative suggested
that two-way immersion may provide a better education alternative than
submersion for third language students for whom bilingual program is not
available.
Abstract from ERIC Database:
An exploratory study used Los Angeles' Korean/English
Bilingual Immersion Project (KEBIP) to examine effects of two-way immersion on
ethnic identification of third-language speakers who received no first-language
support from teachers. KEBIP
participants were compared with ethnically matched students from other
classrooms. Third-language students fared well in language development and
ethnic identification. Contains 33 references.
Royer, J. M. and M. S. Carlo (1991). "Assessing
the Language Acquisition Progress of Limited English Proficient Students."
Applied Measurement in Education 4(2): 85-114.
The
article discusses the need educators have for measures of linguistic competence
for limited-English-proficient (LEP) students. Traditional measurement
procedures do not meet these needs because of mismatches between educational
experiences and test content, cultural experiences and test content. A new type
of test -Sentence Verification Technique (SVT) test - that may meet some of the
measurement needs of LEP students is describe, an the results of a study that
examines the reliability and validity of the new tests as measures of the
listening and reading comprehension performance in both the native language and
English reported. The results indicate that the tests are reliable and that SVT
performance varies as functions of placement in a transitional bilingual
education program, teachers judgements of competence, and difficulty of the
material. These results are consistent with the interpretation that SVT tests are valid measures of the
linguistic competence of LEP students. The article concludes with a discussion
of some of the advantages of using SVT tests with LEP populations.
Sanz, C. (2000). "Bilingual Education Enhances
Third Language Acquisition: Evidence from Catalonia." Applied
Psycholinguistics 21: 23-44.
Studies
on the acquisition of a third language (L3) in a bilingual context have shown
that literacy in two languages
facilitates the acquisition of a third (Cenoz & Valencia, 1994; Swain,
Lapkin, Rowen, & Hart, 1990). The
present study seeks to contribute to this line of research by comparing the
acquisition of English as an L3 by
Catalan/Spanish bilingual high school students in an immersion program
with the acquisition of English by
Spanish monolinguals. Data from 201 participants were submitted to a hierarchical multiple regression analysis,
rendering results that show that bilingualism indeed has a positive effect on the acquisition of an L3.
The evidence is discussed from a cognitive perspective.
Evidence is provided in favour of a positive
relationship between Catalan/Spanish Biliterate bilingualism and knowledge of
English.
Serra Santasusana, T. and R. M. Ramírez Palau (2001).
"El Projecte Integrat de Llengües de l'Escola Vila Olímpica." Escola
Catalana 337: 28-33.
Aquest projecte es fa en una escola pública de nova
creació. L'escola és de doble línia i compren les etapes d'educació infantil i
primària. En aquests moments, amb nens i nenes de 3 a 9 anys arribem fins a 4rt
de primària, i tenim divuit mestres. L'escola està considerada com a CERE
(Centre Experimental de Règim Especial). Aquesta consideració demana anar
reflexionant i investigant sobre el projecte que hem porposat i ens facilita
tenir els mestere amb el perfil que el projecte demana, en aquest cas, mestres
que parlin anglès a més de català i castellà i que alhora estiguin interessats
per treballar la llengua en ús de de totes les àrees curriculars.
Snow, M. A. (1998). "Trends and Issues in
Content-Based Instruction." Annual Review of Applied Linguistics 18:
243-267.
Introduction
1. Content-ESL in Elementary and Secondary Schools
2. English for Academic Purposes
3.English as a Foreign Language
Impact on Assessment Practices
Impact on Teacher Training Practices
1. Training Models
2. Language and Content Teacher Collaboration
Content-Based Instruction as a Research Setting
1. Program outcomes studies
2. Classroom-based research
Content-based Instruction as a Setting for Innovative
Teaching
On-going Challenges
Conclusion:
Content-based instruction in second/foreign language
teaching takes place against a complex backdrop of instructional settings and
educational levels. This chapter has purposely drawn on examples form both
second and foreign language education to look at trends and issues in instructional
practice, assessment, faculty development, research, and instructional
innovation that have enriched our understanding of content-based instruction.
In addition, the thorny issues of status and roles, what constitutes
appropriate content, and the training of content-area teachers were selected
for elaboration from among the many on-going challenges faced by those involved
in the enterprise of content-based instruction. Much, however, remains to be
explored and understood. Research which branches out in new directions beyond
program outcomes and teacher variation must be encouraged. Broader perspectives
on EAP across the levels must be taken. Experimentation with innovative
techniques and approaches should
continue --all in the name of exploiting the content-based setting for its rich
resources, resources that improve our understanding of second/foreign language
teaching and learning.
Snow, M. A. and D. M. Brinton (1992). "The
CATESOL Journal. Special Theme Issue: Content-Based Instruction." The CATESOL
Journal 5(1): 1-191.
Snow, M. A., A. M. Padilla, et al. (1988).
"Patterns of Second Language Retention of Graduates of a Spanish Immersion
Program." Applied Linguistics 9(2): 183-197.
This
paper reports on a study of the second language retention of students who
completed a seven-year elementary Spanish
immersion program. In the study, the relationship between attitudinal
factors, language use, self-assessment of Spanish proficiency, and second language retention was examined. Subjects
were 38 immersion graduates, and 20 currently enrolled Grade 6 immersion students. The Modern
Language Association (MLA) Co-operative Test of Spanish and a 63-item questionnaire designed to obtain information
about opportunities to use Spanish, interest in foreign languages,
parental encouragement, and
ethnocentrism were administered to all subjects. Results indicated that some
language loss occurred soon after the
formal learning situation was terminated. Significant differences between MLA
scores of students with continued
formal exposure to Spanish and those who had discontinued Spanish,
however, did not develop until high school. At the high school level, significant differences across
all four skills (writing, speaking, reading, and listening) were found with the
greatest losses occurring in the
productive skills. Exploratory factor analysis of the questionnaire data
yielded four factors which were
labelled: 'Interest in foreign language', 'Encouragement and pride in
work', 'Integrative orientation', and 'Parental/integrative orientation'. Cross-tabulations revealed
significant X values between three of the factors and the productive skills.
All of the factors, except integrative
orientation, were also significantly related to language-use opportunities.
Findings suggest that the attitudinal
predisposition underlying the four factors influences the extent to which
students retain their Spanish skills in writing and speaking. These factors appear, however, to be unrelated to
retention of receptive skills in Spanish.
Solé, D. (2001). "El Projecte ORATOR, per
Millorar l'Aprenentatge de les Llengües Estrangeres a l'Ensenyament Reglat
1999-2004." Escola Catalana 377: 42-43.
El Departament d'Ensenyament de la Generalitat de
Catalunya s'ha proposat impulsar la millora de l'ensenyament-aprenentatge de
les llengües estrangeres a l'ensenyament de règim general mitjançant el
projecte ORATOR, per tal d'atendre la necessitat que tota la població pugui
moure's en l'àmbit europeu sense les barreres que suposa el desconeixement de
llengües
Sorace, A. (1985). "Metalinguistic Knowledge and
Language Use in Acquisition-poor Environments." Applied Linguistics
6(3): 239-254.
This
study is concerned with foreign-language learning in acquisition-poor
environments, that is the common situation in monolingual European countries
where learners have few opportunities to practice the language outside the
classroom.
The aim of the study is to investigate two issues:
1. The development of metalinguistic knowledge
2. The relationship between knowledge and use of the
language.
Conclusions:
There seems to be a definite developmental pattern for
metalinguistic knowledge. Despite their exposure to a grammar-oriented teaching
method, learners are not immediately able to apply the information they are
given in metalinguistic tasks. Moreover, learners reproduce and probably
assimilate pedagogical rules in different ways.
Despite the lack of opportunities to practise the
language, the internalised knowledge becomes more accessible. Along with the
progressive specialisation of internalised knowledge, a significant development
of procedural knowledge takes place which enables learners to express
themselves, although with difficulty in interactive situations. This means that
their communicative competence is still restricted, yet functionally adequate
in some cases, and certainly a useful starting point for the future.
Finally, attention has been drawn to the difficulty of
explaining these results in a theoretical framework which denies any productive
function to metalinguistic knowledge. It is hard to justify the growing
interaction between the subject's metalinguistic knowledge and their productive
use of FL if one is not prepared to admit either that formal knowledge can be
applied in production, or that it has at least a more central function than
limited monitoring.
If one beliefs that formal knowledge of a foreign
language does have a positive function, the question is open as to how exploit
this potential in a lively, communicative-oriented learning situation. This
requires a better comprehension of the psycholinguistic processes underlying
the complex relationships between knowledge and use in language learning. There
is still a long way to go in this direction.
Spanos, G. (1989). "On the Integration of
Language and Content Instruction." Annual Review of Applied Linguistics
10: 227-241.
It
contains annotated bibliography
Stoops Verplaetse, L. (1998). "How Content
Teachers Interact with English Language Learners." Tesol Journal
7(5): 24-29.
English
learners are often marginalised, and their opportunities to interact
minimalised-- even in classrooms of teachers with the best intentions.
Swain, M. (2000). "A Critical Review of the
Critical Period Research." Annual Review of Applied Linguistics 20:
213-224.
Valdés, G. (2000). "Book Review: Bilingualism and
Testing: A Special Case of Bias." Applied Psycholinguistics 21(2):
290.
Valdés, G. and R. Figueroa (1994). Bilingualism and
Testing: A special case of bias. Norwood, NJ, Ablex Publishing.
Valencia Garate, J. and J. Cenoz Iragui (1993).
"Bilingualism and Third Language Acquisition." ERIC Database(ED364118).
A
study investigated the role of bilingualism (Basque/Spanish) and motivation in
third (English) language acquisition in Spain's Basque country. Subjects were
321 secondary school students in two programs, one with instruction primarily
in Spanish and one with instruction primarily in Basque. The following
independent variables were analysed in the subjects: bilingualism (early or late);
competence in Basque; monolingual versus bilingual mother; principal language
of instruction; general intelligence; attitude toward English; effort made to
learn English relative to other subjects; visits to English-speaking countries;
and English language instruction outside school. Dependent variables that were
examined include achievement in the four language skills (listening, speaking,
reading, writing), vocabulary, and grammar. Data were gathered by
questionnaire, written tests of English, and interviews in English. Results
indicate that: bilinguals performed better in English than monolinguals; highly
motivated students performed best; and there were complex interaction effects
of bilingualism, motivation, family bilingualism, Basque as the primary
language of instruction, and intelligence on English achievement. Contains 32
references. Results of data analyses are appended
Verhallen, M. and B. Schoonen (1998). "Lexical
Knowledge in L1 and L2 of Third and Fifth Grades." Applied Linguistics
19(4): 452-470.
Verhallen, M. and R. Schoonen (1993). "Lexical
Knowledge of Monolingual and Bilingual Children." Applied Linguistics
14(4): 344-363.
The
aim of the present study is to gain insight into the lexico-semantic knowledge
of bilingual children growing up in a second-language immersion environment.
The research focus is on aspects of lexical knowledge that are relevant for
school success. Data were obtained by asking 40 monolingual Dutch and 40
bilingual Turkish children (9 and 11 year olds) to explain the meanings of
common Dutch nouns in an extended word definition task. In a highly structured
interview session the children were stimulated to express all the meaning
aspects they could think of.
We evaluated both the differences between the two
ethnic groups and the effect of age in relation to the types of leaning the
children expressed, by means of statistical (loglinear) model fitting.
Important differences were found with respect to the number of meaning aspects
expressed and with respect to the nature of meaning relations involved.
Compared to the monolingual Dutch children, the bilingual Turkish children
tended to allot less extensive and less varied meanings to Dutch words
Verhoeven, L. T. and H. E. Boeschoten (1986).
"First Language Acquisition in a Second Language Submersion
Environment." Applied Psycholinguistics 7(3): 241-256.
In
the present paper a linguistic description is given of the process of first
language acquisition of Turkish children aged 4-8 in a Dutch submersion environment
in the Netherlands. On the basis of the assumption that language
development involves the acquisition of distinct subskills in differential
patternings, the development of lexical, morphosyntactic, and pragmatic
abilities have been investigated separately. Furthermore, these longitudinal
data are compared with cross-sectional language data of five and seven-year-old
children in Turkey. This comparison was made in order to be able to interpret
whether the Turkish language skills of native Turkish-speaking children in the
Netherlands were showing delay, stagnation or attrition of skills. The
overall results suggest that in the age range of 4-8 years of the acquisition
of first language skills in Turkish children in the Netherlands can be best to
be characterised as stagnated.
Wong-Fillmore, L. (1985). When does teacher talk work
as input? Input in Second Language Acquisition. S. M. Gass and C. G.
Madden. Cambridge, Newbury House Publishers: 17-50.
Wright, S. (1996). Monolingualism and Bilingualism.
Lessons from Canada and Spain. Clevedon, UK, Multilingual Matters.
Wright, S., Ed. (2000). Monolingualism and
Bilingualism. Lessons from Canada and Spain. Clevedon, Multilingual
Matters.
Contents
Foreword by Julian Edge (1-4)
Monolingualism, Bilingualism and Identity: Lessons and
Insights from Recent Canadian Experience by John Edwards (5-38)
Debate (39-59)
Monolingualism, Bilingualism, Cultural Pluralism and
National Identity: Twenty Years of Language Planning in Contemporary Spain by Chralote
Hoffmann (59-90)
Debate (90-108)
After each of the articles, which were presented in a
seminar series, there is a transcript of the debate which followed. The invited
audiences are also scholars working on the area or in allied fields.
Zaretsky, E. and J. B. Gleason (2000). "Bilingualism
and Testing: A Special Case of Bias. G. Valdes and R. Figueroa. Norwood, NJ:
Ablex, 1994. Pp 255. (Book Review)." Applied Psycholinguistics
21(2): 290-296.