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ERIC Number: ED226605
Record Type: RIE
Publication Date: 1982
Pages: 75
Abstractor: N/A
Reference Count: 0
Communicative Competence in Bilingual Education--Theory and Research, Packet I. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Student Edition. Bilingual Education Teacher Training Packets.
Calderon, Margarita; Cummins, Jim
A bilingual education teacher training packet (student's edition) on theories and research concerning bilingual education, second language acquisition, and communicative competence is presented. A theoretical framework for integrating these theories and a theoretical rationale for bilingual education are also presented. In addition to state-of-the-art reviews, the packet contains: a syllabus, a pretest, a glossary, learning objectives, a small group activities plan, learning activities, discussion items, a posttest, and a discussion of the implications of the theoretical frameworks for teacher trainers. Narrative sections are presented on the following topics: (1) demographic context of bilingual education, historical definitions of bilingual education, and communicative competence theories; (2) first and second language acquisition theoretical frameworks; (3) the myth of bilingual handicaps; (4) research findings regarding mother tongue development as a positive force; and (5) implications for syllabus design, materials development, teaching methods, and teacher training. One section of the packet entitled, "A Theoretical Rationale for Bilingual Education," by Jim Cummins, provides information on several bilingual education program evaluations, along with a framework that addresses the developmental relationships between first and second language proficiency. (SW)
Evaluation, Dissemination and Assessment Center, Dallas Independent School District, Dallas, TX 75204 ($1.40).
Publication Type: Guides - Classroom - Learner; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: Evaluation, Dissemination and Assessment Center, Dallas.
Note: For related documents, see FL 013 516-520.