ERIC Number: ED144396
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
Neurological Research on Language and the Implications for Teaching Bilingual Children to Read. Occasional Papers on Linguistics, No. 1.
Neurological data indicate that the universal aptitude for functional language is biologically based, species specific, and developmental. The universality of functional oral speech is indisputable. Everyone, however, does not exhibit similar expertise in processing oral and visual language. Many people can speak two languages functionally but read functionally in neither. Is visual language a generically distinct and substantively more difficult type of processing than oral language or are children taught to read in a way that does not optimally conform to the essential nature and organization of the brain? Children are taught a set of nonlinguistic skills which do not equal reading. The appropriateness of the skills is decided on the basis of whether they result in communicative processing of visually initiated language, which is reading. Is a nonlinguistic approach to reading the optimal instructional approach? The neuropsychological literature predicts that language aptitude cannot be reliably accessed by nonlinguistic channels. Bilingual children should be taught through their primary language, but the instruction must be linguistic in nature. A reading curriculum should increase the probabilty that students will be able to transfer their oral language ability to the problem of reading. The optimal method should be based on basic communicative strategies which introduce vocabulary, syntax, and subject matter compatible with the major channel of language processing. (Author/CFM)
Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cognitive Processes, Functional Reading, Language of Instruction, Language Processing, Language Research, Learning Processes, Literature Reviews, Neurolinguistics, Neurological Organization, Psycholinguistics, Reading, Reading Comprehension, Reading Instruction, Reading Processes, Reading Research, Reading Skills
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Southern Illinois Univ., Carbondale. Dept. of Linguistics.
Note: Proceedings of the International Conference on Frontiers in Language Proficiency and Dominance Testing (1st, Southern Illinois University, Carbondale, Illinois, April 21-23, 1977)