ERIC Number: ED216805
Record Type: Non-Journal
Publication Date: 1982
Cognitive Considerations and Curricular Models for Bilingual Education: Application of the Research by Bruner, Gagne, and Piaget.
Juarez, Juan R.
The cognitive learning theories of Bruner and Gagne and the developmental psychology of Piaget play a central role in the development of curriculum models and instructional strategies to better serve the needs of bilingual children or those whose native language is not English. Each theory has components that may be useful to certain stages in development of a bilingual child. Depending on such factors as individual differences, degree of bilingualism, cultural heritage, and teacher and societal attitudes toward ethnicity and bilingual education, elements of any theory may be utilized in the schooling process. Caution must be exercised in the utilization of any single theory for any length of time. Only careful research and classroom experimentation with methodology--instructional strategies, materials, and testing mechanisms--will succeed in achieving humane results for bilingual students. The basic tenets of the work of Gagne, Bruner, and Piaget are discussed. Three learning models consistent with their thoughts are depicted and the problem areas with each model are discussed: Concept Attainment Model (Bruner), Developmental Model (Piaget), and Operant Conditioning Model (Gagne). A chart depicts the high points of each of the cited theoreticians and indicates how they correlate to bilingual education. (Author/NQA)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A