ERIC Number: ED212134
Record Type: RIE
Publication Date: 1981
The Implementation of a Bilingual Instruction Model: The "New" Concurrent Approach.
There are pros and cons to the use of a concurrent approach, that is using two or more languages in the same context. The new concurrent approach (NCA) advocated here resulted from a desire to bring together the child's two languages in a way that would further the child's language development and, at the same time, lead to satisfactory school performance. The following issues are addressed: (1) the extent to which the child's native language must be developed for success in learning a second language; (2) the extent to which the home language should be used in school; (3) the extent to which first language maintenance in the primary grades would not interfere with the transition to English in postprimary education; (4) the extent to which the use of both languages would lead to an understanding of the bilingual functioning of some sectors of our society; and (5) the extent to which school subjects could be learned through two languages. These issues are discussed in terms of the curriculum, the social situation of the classroom, the content lesson, and various aspects of staff development and teacher training. (AMH)
Descriptors: Bilingual Education, Bilingualism, Code Switching (Language), English (Second Language), Language of Instruction, Native Language Instruction, Teacher Education, Teacher Effectiveness, Teaching Methods
Not available separately. See FL 012 738.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Eastern Michigan Univ., Ypsilanti.
Note: Published as part of the Ethnoperspectives Project. For volumes 1 and 2 of that project, see ED 200 005 and 203 663. For related documents, see FL 012 738 and FL 012 741-769.