The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue

Cummins, Jim

doi:10.2307/3586312

Cited by 412 publications

(244 citation statements)

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“…Barbier (2003) a recensé plusieurs recherches qui confirment que les adultes écrivant en L2 s'appuient beaucoup sur leurs compétences en L1, particulièrement sur les compétences d'ordre stratégique. Cummins (1980Cummins ( , 2007 a émis l'hypothèse d'une compétence sous-jacente commune (common underlying proficiency) aux différentes langues apprises. Pour que des compétences de cet ordre puissent être transférées d'une langue à l'autre, il est toutefois établi (Cornaire et Raymond, 1999) qu'un seuil minimal de compétences linguistiques doit être acquis tant en L1 qu'en L2 et que les connaissances lexicales et syntaxiques jouent en ce sens un rôle clé.…”

Section: Les Dimensions Cognitive Et Métacognitive De L'écriture En Lunclassified

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

2016

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Section: Les Dimensions Cognitive Et Métacognitive De L'écriture En Lunclassified

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

2016

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“…Students need to learn specific language features of mathematics before they can really participate in such conversation (Bailey, 2007;O'Malley & Chamot, 1994). This language is part of the AL register and it differs substantially from the language most students learn at home (Aarts, Demir-Vegter, Kurvers, & Henrichs, 2016;Bailey, 2007;Cummins, 1980;Henrichs, 2010;Schleppegrell, 2004). According to Dutch national standards for mathematics, students should start learning to speak in formal, mathematical language in first and second grade (i.e., age 6-8) (Buijs, 2008).…”

Section: Introductionmentioning

confidence: 99%

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Dokter¹,

Aarts²,

Kurvers³

et al. 2017

L1 Educational Studies in Language and Literature

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Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students' AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students' understanding and at triggering students' production of AL. As mathematics requires abstract language use, AL occurs frequently. The instructional methods teachers use during mathematics instruction may offer different opportunities for AL stimulating behavior. In our first study, based on expert opinions, instructional methods were categorized according to opportunities they offer for stimulating students' AL development. In the second study, video-observations of mathematics instruction of elementary school teachers were analyzed with respect to AL stimulating behavior and instructional methods used. Results showed that actual AL stimulating behavior of teachers corresponds to the expert opinions, except for behavior shown during task evaluation. Teachers differ in time and frequency of their use of instructional methods and therefore in opportunities for stimulating AL development. Four teaching profiles, reflecting different AL stimulating potential, were constructed: 'teacher talking', 'balanced use of methods', 'getting students at work' and 'interactive teaching'. Teachers showed more types of behavior aimed at students' AL understanding than at production.

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“…9 In addition to the issue of early learning, studies have also shown that there is interdependence in the educational development of bilingual proficiency. 10,11 Although empirical research has shown that the use of mother tongue or lingua franca in early literacy and content learning stages is more effective than use of a foreign second language, [12][13][14] there is a paucity of empirical evidence which shows that the use of a vernacular language at higher levels of learning could lead to educational success and subsequently success in career development in the real world. Although some studies on the effect on performance of the use of a vernacular language as the medium of instruction have been done in Tanzania and South Africa, 15 there is a dearth of empirical data on the long-term impact of using vernacular language until secondary or tertiary levels in terms of the capability of the graduates produced to effectively contribute towards national and global socio-economic development.…”

Section: Introductionmentioning

confidence: 99%

Mother tongue as the medium of instruction at developing country universities in a global context

Nyika¹

2015

S. Afr. J. Sci.

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One of the factors attributed to poor performance of some indigenous students at universities in developing countries is the use of a second language – mainly English and to some extent French – as the language of instruction at the universities. Consequently, policymakers in some developing countries have introduced, or are debating the idea of introducing, local vernacular languages as the official languages of instruction at their respective universities. Indeed, learning the official language of instruction as a second language is an additional hurdle, which to some extent hinders some students from performing well in their university studies. Thus students whose mother tongue is used as the language of instruction at their universities have an advantage over students whose mother tongue is not the language of instruction at their universities. Policies regarding the medium of instruction at universities have a range of short-term and long-term implications, some of which may be easily overlooked yet they may have far reaching repercussions for current and future generations. In this paper, a repertoire of pertinent issues surrounding the use of vernacular languages at universities is explored. These issues include performance of students, quality of graduates produced in terms of employability, university overall productivity, innovation, university competitiveness in the wake of globalisation, preservation of the vernacular languages and contribution towards national as well as global socio-economic development.

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The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue

Cited by 412 publications

References 20 publications

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Mother tongue as the medium of instruction at developing country universities in a global context

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