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ERIC Number: ED371578
Record Type: Non-Journal
Publication Date: 1993
Pages: 15
Abstractor: N/A
Reference Count: N/A
What's Simple in Simplified Language?
Goodman, Kenneth S.; Freeman, David
Traditional methods of both first and second language teaching have commonly relied on simplification, restricting the range of language forms and functions to be learned and then practicing those forms to achieve mastery. These methods, however, fail to consider seriously the questions of how language develops in natural contexts, what language proficiency consists of, and whether simplification facilities proficiency. Jim Cummins (1981, 1989) has argued that two variables, context and cognitive demand, may be used to describe various kinds of language proficiency. He distinguishes between conversational proficiency, which is context-embedded and cognitively-undemanding language, and academic proficiency, which involves context-reduced and cognitively-demanding language. His research has shown that it takes immigrant students about 2 years to develop conversational proficiency in a new language, but 5 to 7 years to achieve academic proficiency. From this view of the development of language and the nature of language proficiency, attempts at simplification make learning more difficult. (MDM)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A