Orientation to Language in Ukrainian-English Bilingual Children

Cummins, James; Mulcahy, Robert

doi:10.1111/j.1467-8624.1978.tb04098.x

Cited by 17 publications

(16 citation statements)

References 6 publications

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“…He contended that success in the L2 depended on students’ previous competence in their L1 skills. Researchers investigating Cummins's hypothesis have provided evidence for the interdependence of L1 and L2 skills among school‐aged English learners (see, e.g., Cummins & Mulcahy, 1978; Droop & Verhoeven, 2003; Legarretta, 1979; Proctor, August, Carlo, & Snow, 2006).…”

Section: Relationships Among L1 Skills L2 Aptitude and L2 Learningmentioning

confidence: 99%

Subcomponents of Second-Language Aptitude and Second-Language Proficiency

Sparks¹,

Humbach²,

Patton³

et al. 2011

The Modern Language Journal

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A factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language (L2) aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted. The analysis yielded 4 factors that were labeled Language Analysis, composed of L1 and L2 language comprehension, grammar, vocabulary, and inductive language learning measures; Phonology/Orthography, composed of L1 and L2 phonemic coding and phonological processing measures; IQ/Memory, composed of L1 intelligence and L2 paired-associate learning measures; and Self-Perceptions of Language Skills, composed of L2 motivation and L2 anxiety measures. The 4 factors explained 76% of the variance in oral and written L2 proficiency. Findings support the view that L2 aptitude is componential. Results are discussed in the context of long-term L1-L2 relationships and individual differences in L2 learning. (2002) OBserved that research on second/foreign-language (L2) aptitude has "languished" over the last three decades. He speculated that aptitude research had generated little interest because of its "perceived irrelevance to L2 acquisition in communication contexts" (p. 69). Previously, Skehan (1998) had proposed that the concept of L2 aptitude has been unpopular because of its implicit assumptions that a special talent exists for language learning-that learning a language is different from learning other skills. Furthermore, he proposed that language aptitude is stable over time; that is, aptitude is not influenced signifi- IN A RECENT REVIEW, SKEHAN

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Section: Relationships Among L1 Skills L2 Aptitude and L2 Learningmentioning

confidence: 99%

Subcomponents of Second-Language Aptitude and Second-Language Proficiency

Sparks¹,

Humbach²,

Patton³

et al. 2011

The Modern Language Journal

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“…The results for metalinguistic awareness are different: bilinguals typically show more advanced metalinguistic development than monolingual children in tasks examining the understanding of arbitrariness of linguistic labels (Bialystok, 1988; Cummins, 1978; Cummins & Mulcahy, 1978; Feldman & Shen, 1971; Ianco-Worrall, 1972) or requiring selective attention to information from form or meaning (Bialystok, 1986, 1988; Cromdal, 1999). These paradigms require EF to direct attention to the relevant feature (usually form) and ignore salient distracting information (usually meaning), implicating EF into language processing (Bialystok, 2001).…”

mentioning

confidence: 91%

Independent effects of bilingualism and socioeconomic status on language ability and executive functioning

2014

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One hundred and seventy-five children who were 6-years old were assigned to one of four groups that differed in socioeconomic status (SES; working class or middle class) and language background (monolingual or bilingual). The children completed tests of nonverbal intelligence, language tests assessing receptive vocabulary and attention based on picture naming, and two tests of executive functioning. All children performed equivalently on the basic intelligence tests, but performance on the language and executive functioning tasks was influenced by both SES and bilingualism. Middle-class children outperformed working-class children on all measures, and bilingual children obtained lower scores than monolingual children on language tests but higher scores than monolingual children on the executive functioning tasks. There were no interactions with either group factors or task factors. Thus, each of SES and bilingualism contribute significantly and independently to children’s development irrespective of the child’s level on the other factor.

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“…However, such explanations were inadequate in most cases, resulting in learners memorising the information without actually understanding the content they were learning. For secondary ESL learners to understand geography content, they require subject-specific CALP skills (Cummins, 1978).…”

Section: Inadequate Teacher Preparation For the Development Of Calp Imentioning

confidence: 99%

Difficulties in Geography teaching and learning in the ESL classroom in Zimbabwe

Nyoni

Manyike²,

Lemmer³

2019

PLING

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English second language (ESL) learners in secondary schools in Zimbabwe mediate learning through a second language. This is against best practice, which indicates that learning should be conducted in the learner's first language. ESL learners are at risk and expected to develop cognitive academic language proficiency (CALP) for academic achievement. Content area teachers need to capacitate ESL learners with CALP to make content comprehensible. Teachers who lack the requisite skills to develop the CALP skills of ESL learners fail to develop the discourse patterns that are attendant to the particular content area disciplines being taught. The study draws on Cummins' theory of a common underlying proficiency and Vygotsky's sociocultural theory to establish the difficulties encountered in geography teaching and learning in the ESL classroom. An ethnographic study investigated the teaching of CALP in geography to a selected form 3 class of ESL learners in Zimbabwe to address the research question: What difficulties are encountered in the teaching and learning of geography in an ESL classroom? Data were collected using teacher interviews and classroom observation. The research findings indicate the following: inadequate teacher preparation for the development of CALP among ESL geography learners; limited teacher accommodation of ESL learners' language needs; lack of a policy framework regarding the use of learners' first language during geography tuition; negation of the teacher's role in the development of geography discourse; and lack of skills in the use of instructional media to develop CALP. It is recommended that teachers be trained to develop CALP in content area instruction during pre-service or in-service training for them to assist ESL learners to comprehend content.

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Orientation to Language in Ukrainian-English Bilingual Children

Cited by 17 publications

References 6 publications

Subcomponents of Second-Language Aptitude and Second-Language Proficiency

Subcomponents of Second-Language Aptitude and Second-Language Proficiency

Independent effects of bilingualism and socioeconomic status on language ability and executive functioning

Difficulties in Geography teaching and learning in the ESL classroom in Zimbabwe

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