ERIC Number: ED356650
Record Type: RIE
Publication Date: 1993-Feb
How to Differentially Diagnose Normal Second Language Learning from True Handicapping Conditions: A Qualitative-Developmental Approach.
A method for assessing the cognitive and linguistic stages of second language learning in individuals is discussed. The approach is based on a psycholinguistic theory that views language learning as a process of concept formation in three domains: cognitive, cultural, and linguistic. According to the model presented, Spanish-English bilingual children construct two representational systems: one universal system common to the two languages, for knowledge of nonverbal, symbolic, and conceptual semantic categories, and a second for symbolic and verbal conceptual categories unique to a specific language and culture. Thus, conceptual development in bilingual children is represented through abstract nonverbal categories and also through verbal semantic categories. Application of the model for identification of gifted and talented children is illustrated in an experiment with 30 bilingual Hispanic kindergartners, and a case study resulting from that application is presented. The case study includes demographic information, teacher ratings of English language proficiency, results of standardized tests, a teacher's qualitative description of the student's academic and social behavior in the classroom, a parents' qualitative description of the child's talents and abilities, and a descriptive summary of the evaluation of his verbal and nonverbal conceptual development in both Spanish and English. (MSE)
Publication Type: Guides - Non-Classroom; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Bilingual Education (Houston, TX, February 24-27, 1993).