The central thesis of this paper is that a cognitively and academically beneficial form of bilingualism can be achieved only on the basis of adequately developed first language (L1) skills. Two hypotheses are formulated and combined to arrive at this position. The “developmental interdependence” hypothesis proposes that the development of competence in a second language (L2) is partially a function of the type of competence already developed in L1 at the time when intensive exposure to L2 begins. The “threshold” hypothesis proposes that there may be threshold levels of linguistic competence which a bilingual child must attain both in order to avoid cognitive disadvantages and allow the potentially beneficial aspects of bilingualism to influence his cognitive and academic functioning. These hypotheses are integrated into a model of bilingual education in which educational outcomes are explained as a function of the interaction between background, child input and educational treatment factors. It is suggest...

Linguistic Interdependence and the Educational Development of Bilingual Children

Fact and fiction in language learning researching identity and language learning the world of adult immigrant language learners Eva and Mai - old heads on young shoulders mothers, migration, and language learning second language acquisition theory revisited claiming the right to speak in classrooms & communities.

Identity and language learning : gender, ethnicity and educational change

Discussion of the topic of motivation in second-language (SL) learning contexts has been limited by the understanding the field of applied linguistics has attached to it. In that view, primary emphasis is placed on attitudes and other social psychological aspects of SL learning. This does not do full justice to the way SL teachers have used the term motivation. Their use is more congruent with definitions common outside social psychology, specifically in education. In this paper, we review the standard applied linguistics approach to this topic, and go on to provide an overview of research into motivation in mainstream education. This is used both to demonstrate the utility of other concepts of motivation to the SL field and as the basis for a research agenda for SL investigations of motivation thus conceived.

Motivation: Reopening the Research Agenda

* Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications: Zoltan Dornyei. * Why Are You Learning a Second Language? Motivational Orientations and Self--Determination Theory (Language Learning, 2000, 50/1, 57--85): Kimberly A. Noels, Luc G. Pelletier, Richard Clement and Robert J. Vallerand. * The Role of Gender and Immersion in Communication and Second Language Orientations (Language Learning, 2000, 50/2, 311--341): Susan C. Baker and Peter D. MacIntyre. * Learning Spanish as a Second Language: Learners' Orientations and Perceptions of Their Teachers' Communication Style (Language Learning, 2001, 51/1, 107--144): Kimberly A. Noels. * Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students (Language Learning, 2002, 52/3, 537--564): Peter D. MacIntyre, Susan C. Baker, Richard Clement and Leslie A. Donovan. * Attitudes, Motivation, and Second Language Learning: A Meta--Analysis of Studies Conducted by Gardner and Associates (Language Learning, 2003, 53/1): Anne--Marie Masgoret and Robert C. Gardner.

Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications

Worldwide immigration and quests for rights by minority groups have caused social scientists and educators to raise serious questions about liberal assimilationist conceptions of citizenship that historically have dominated citizenship education in nation-states. The author of this article challenges liberal assimilationist conceptions of citizenship and citizenship education. He argues that citizenship education should be reformed so that it reflects the home cultures and languages of students from diverse groups, and he contends that group rights can help individuals to attain structural equality. In the final part of the article, he discusses the implications of his analysis for transforming citizenship education.

/pdf/diversity-group-identity-and-citizenship-education-in-a-24ha9vffvv.pdf

Diversity, Group Identity, and Citizenship Education in a Global Age

https://somalikidsbook.com/wp-content/uploads/2015/03/When-second-language-mean-losing-first-.pdf

When Learning a Second Language Means Losing the First.

Today's teachers need access to a wide range of information to function in the classroom. They need a thorough understanding of how language figures in education, and for that reason they must receive systematic and intensive preparation in educational linguistics. A thorough grounding in linguistics would support teachers' undertakings overall, and in particular in teaching literacy skills and working with English language learners. If approached coherently, such preparation would also cover many of the desired teacher competencies, relating to skills in assessing children, in individualizing instruction, and in respecting diversity. This paper lays out a rationale for why current and prospective teachers need to know more about language, and what specific sorts of knowledge they need. Requisite knowledge about oral language, oral language used in formal and academic contexts, and written language is discussed. In the final section, courses are suggested that teacher preparation programs should offer to teacher candidates. This course list may also be seen as specifying aspects of an integrated, in-depth professional development program for inservice teachers. A glossary is appended. (Contains 53 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the original document. What Teachers Need to Know About Language Lily Wong Fffimore University of California at Berkeley Catherine E. Snow Harvard Graduate School of Education

/pdf/what-teachers-need-to-know-about-language-2x18so9ing.pdf

What Teachers Need To Know about Language.

Publisher Summary This chapter discusses the individual differences in second language acquisition. There is some difference of opinion concerning the role of individual differences in second language acquisition. One view is that individual variation is an all-important factor—one that differentiates the process of second language acquisition from that of first language acquisition. The chapter discusses the cognitive and social strategies in second language learning. The cognitive problem facing the second language learners is an immense one. The cognitive problems are much more complex: Before the structures of the new language can be learned, the learner needs first to comprehend them. To deal with the task of learning a language that they have been largely unconcerned about learning, the children had to have some rather special cognitive and social strategies. The chapter discusses the strategies that were revealed through the interactional and linguistic records of the children. These strategies are both social strategies and the cognitive strategies.

Individual Differences in Second Language Acquisition

The second time around/cognitive and social strategies in second language acquisition

Students who are learning English as a second language are clearly faced with more than learning the grammar of a new language. Yet, very inadequate descriptions of the full range of language skill...

Lily Wong Fillmore

Papers

When Learning a Second Language Means Losing the First.

What Teachers Need To Know about Language.

Individual Differences in Second Language Acquisition

The second time around/cognitive and social strategies in second language acquisition

Language Minority Students and School Participation: What Kind of English is Needed?.