Childhood Bilingualism: Aspects of Linguistic, Cognitive, and Social Development

By Peter Homel; Michael Palij et al. | Go to book overview

ple, the belief that English language and basic skill deficiencies preclude thinking and scientific reasoning has led to programs for the language minorities that, by default, emphasize rote skills at the expense of higher order intellectual processes. Thus, although students are provided with the opportunity for success by placement in special classes, presumed deficiencies, ironically, preclude access.

The social sciences have identified a wide variety of student characteristics thought to contribute to academic success. What we have found is that the wholesale application of many of these findings is fraught with danger. Of particular importance to this discussion is the relation between social status variables operating both within and without the school setting and the extent to which differences (often more presumed than real) on these variables lead to differences in the design of programs which, in turn, preempt particular important process in learning. The case of student interaction is a prime example. What the previous findings have illustrated is that student interaction is a significant contributor to the learning process, particularly as related to concept formation. Interaction within the classroom, however, is to some extent modified by social status factors. To the extent that English language proficiency operates like other academic status variables, such as reading, it can be expected from these data that students with limited proficiency will exhibit lower levels of interaction with English-speaking classmates. Finally, what these data have shown is that under classroom organizational conditions where language minority students are provided with access to multiple resources, including home language, peer consultation, observation, manipulation, and so on, they will acquire concepts as readily as mainstream students and, at the same time, acquire English language proficiency and basic skills. In fact, what the data show is that the "bilinguals" are at a head start in this regard.


REFERENCES

Anthony, B., Cohen, E. G., Hanson, S. G., Intili, J. K., Mata, S., Parchment, C., Stevenson, B., & Stone, N. ( 1981, April). "The measurement of implementation: A problem of conceptualization". Paper presented at the Annual Meeting of the American Educational Research Association, Session 40.11.

Aries, B. ( 1982, March). Contextual variation and the implementation of the bilingual curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Berliner, D., & Rosenshine, B. ( 1976). "The acquisition of knowledge in the classroom". in R. C. Anderson , R. J. Spiro, & W. E. Montague (Eds.), Schooling and the education process (pp. 375-398). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bourne, L. E. ( 1966). Human conceptual learning. Boston: Allyn & Bacon.

Bruner, J. S., Olver, R. R., & Greenfield, P. M. ( 1966). Studies in cognitive growth: A collaboration of the Center for Cognitive Studies. New York: Wiley.

-166-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Childhood Bilingualism: Aspects of Linguistic, Cognitive, and Social Development
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 310

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.