NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ829536
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1481-868X
Rethinking Monolingual Instructional Strategies in Multilingual Classrooms
Cummins, Jim
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v10 n2 p221-240 2007
Three inter-related assumptions regarding best practice in second/foreign language teaching and bilingual/immersion education continue to dominate classroom instruction. These assumptions are that: (a) the target language (TL) should be used exclusively for instructional purposes without recourse to students' first language (L1); (b) translation between L1 and TL has no place in the language classroom; and (c) within immersion and bilingual programs, the two languages should be kept rigidly separate. Research evidence provides minimal support for these assumptions and they are also inconsistent with the instructional implications of current theory in the areas of cognitive psychology and applied linguistics. Based on current research and theory, a set of bilingual instructional strategies are proposed and concrete examples are provided to illustrate how these strategies can be used together with monolingual strategies in a balanced and complementary way. (Contains 1 figure.)
Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A