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ERIC Number: ED038639
Record Type: RIE
Publication Date: 1970-Mar
Pages: 12
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Curricular Implications of the Relationships Between Language and Thought.
Wilson, Robert D.
In bilingual education programs, instruction may be (1) "less-than-half," in which instruction is mostly in English except for such subjects as social studies and native language arts; (2) "half-and-half," in which instruction is half in the student's language, half in English; or (3) "more-than-half," which provides instruction entirely in the student's language, with the exception of one English period daily, for the first three to five years. The first curriculum is the least ambitious; the second, based on assumptions described by Skinner and by Macnamara concerning problems of interference and conceptual development, adopts the approach that the concepts developed in one language will more likely be transferred into the second language if the transfer is done as soon as possible--within the same day, if possible. This approach is considered "feasible and promising" because the problem of transfer, or changing language, is believed to be almost as simple as changing clothes. The author discusses "thinking" in a language and defines it as having a direct rule-organized system between thought and a particular language--in contradistinction to having two indirect and distinct rule-governed systems between thought and another language (e.g., one's native language) and another between the native language and the language of instruction. (AMM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper given at the fourth annual TESOL Convention, San Francisco, California, March 18-21, 1970