Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-28T10:46:29.909Z Has data issue: false hasContentIssue false
  • English
  • Français

Bilingualism and Second Language Learning

Published online by Cambridge University Press:  19 November 2008

Jim Cummins
Get access Rights & Permissions [Opens in a new window]

Extract

Interest in the phenomena of bilingualism and second language learning among both researchers and policy-makers has continued to grow during the past five years. The continued salience of these phenomena is due in part to the rapid growth in cultural and linguistic diversity in industrialized societies brought about by increased immigration and refugee resettlement programs. Policy-makers are naturally concerned to maximize the efficiency and effectiveness of programs that teach the dominant societal language(s) to both children and adults.

Type
Contexts for Second Language Teaching and Learning
Information
Annual Review of Applied Linguistics , Volume 13 , March 1992 , pp. 50 - 70
Copyright
Copyright © Cambridge University Press 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Baker, K. 1992. Comments on Suzanne Irujo's review of Rosalie Pedalino Porter's Forked tongue: The politics of bilingual education. A reader reacts. TESOL Quarterly. 26.397–405.CrossRefGoogle Scholar
Benton, R. A. 1988. The Maori language in New Zealand education. Language, Culture and Curriculum. 1.75–83.Google Scholar
Bialystok, E. 1991. Metalinguistic dimensions of bilingual language proficiency. In Bialystok, E. (ed.) Language processing in bilingual children. Cambridge: Cambridge University Press. 113–140.Google Scholar
Bild, E. R. and Swain, M. 1989. Minority language students in a French immersion programme: Their French proficiency. Journal of Multilingual and Multicultural Development. 10.255–274.CrossRefGoogle Scholar
Bossers, B. 1991. On thresholds, ceilings and short-circuits: The relation between L1 reading, L2 reading and L2 knowledge. In Hulstijn, J. H. and Matter, J. F. (eds.) Reading in two languages. Amsterdam: AILA. 45–60. [AILA Review 8.]Google Scholar
Cazden, C. B. and Snow, C. E. (eds.) 1990. English plus: Issues in bilingual education. Newbury Park: Sage Publications. [The Annals of the American Academy of Political and Social Science, Vol. 508.]Google Scholar
Crawford, J. 1989. Bilingual education: History, politics, theory and practice. A report by the former Washington editor of Education Week. Trenton NJ: Crane Publishing.Google Scholar
Crawford, J. 1992. Hold your tongue: Bilingualism and the politics of “English Only”. Reading, MA: Addison-Wesley.Google Scholar
Cummins, J. 1989. Empowering minority students. Sacramento, CA: California Association for Bilingual Education.Google Scholar
Cummins, J. 1991a. Forked tongue: The politics of bilingual education: A critique. Canadian Modern Language Review. 47.786–793Google Scholar
Cummins, J. 1991b. The development of bilingual proficiency from home to school: A longitudinal study of Portuguese-speaking children. Journal of Education. 173.2.85–98.CrossRefGoogle Scholar
Diaz, R. M. and Klinger, C. 1991. Towards an explanatory model of the interaction between bilingualism and cognitive development. In Bialystok, E. (ed.) Language processing in bilingual children. Cambridge: Cambridge University Press. 167–192.CrossRefGoogle Scholar
Eldering, L. and Kloprogge, J. (eds.) 1989. Different cultures, same school: Ethnic minority children in Europe. Amsterdam/Lisse: Swets & Zeitlinger.Google Scholar
Fishman, J. 1991. Reversing language shift. Clevedon, Avon: Multilingual Matters.Google Scholar
Gabina, J. J. et al. 1986. EIFE. Influence of factors on the learning of Basque. Gasteiz: Central Publications Service of the Basque Country.Google Scholar
Garcia, O. (ed.) 1991. Bilingual education: Focusschrift in honor of Joshua A. Fishman. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Göncz, L. and Kodžopeljić, J. 1991. Exposure to two languages in the preschool period. Journal of Multilingual and Multicultural Development. 12.137–163.Google Scholar
Hakuta, K. 1986. Mirror of language: The debate over bilingualism. New York: Basic Books.Google Scholar
Hamers, J. and Blanc, M. 1989. Bilinguality & bilingualism. Cambridge: Cambridge University Press.Google Scholar
Harley, B., Allen, P., Cummins, J. and Swain, M. (eds.) 1990. The development of second language proficiency. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Israelite, N., Ewoldt, C. and Hoffmeister, R.. 1992. Bilingual*bicultural education for deaf and hard-of-hearing students: A review of the literature on the effects of native sign language on majority language acquisition. Toronto: Ministry of Education.Google Scholar
Jaspaert, K. and Kroon, S. (eds.) 1991. Ethnic minority languages and education. Amsterdam/Lisse: Swets & Zeitlinger.Google Scholar
Johnson, R., Liddell, S. and Erting, C. 1989. Unlocking the curriculum: Principles for achieving access in deaf education. Washington, DC: Gallaudet University. [Working Paper 89–3.]Google Scholar
Krashen, S. 1991. Bilingual education: A focus on current research. Washington, DC: National Clearinghouse for Bilingual Education. [Occasional Papers in Bilingual Education, Spring 1991, Number 3.]Google Scholar
Landry, R. and Allard, R.. 1991. Can schools promote additive bilingualism in minority group children? In Malave, L. M. and Duquette, G. (eds.) Language, culture & cognition. Clevedon, Avon: Multilingual Matters. 198–231.Google Scholar
Malakoff, M. and Hakuta, K. 1991. Translation skill and metalinguistic awareness in bilinguals. In Bialystok, E. (ed.) Language processing in bilingual children. Cambridge: Cambridge University Press. 141–166.Google Scholar
Malave, L. M. and Duquette, G. (eds.) 1991. Language, culture & cognition. Clevedon, Avon: Multilingual Matters.Google Scholar
Phillipson, R. 1992. Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Pennycook, A. 1992. The cultural politics of teaching English in the world. Toronto: University of Toronto. Ph.D. diss.Google Scholar
Porter, R. P. 1990. Forked tongue: The politics of bilingual education. New York: Basic Books.Google Scholar
Porter, R. P. 1991. The false alarm over early English acquisition. Education Week. 06 5, 36 and 29.Google Scholar
Ramirez, J. D., Yuen, S. D. and Ramey, D. R. 1991. Executive summary: Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children. Washington, DC: the U.S. Department of Education. [Contract No. 300–87–0156.]Google Scholar
Ramirez, J. D., Yuen, S. D. and Ramey, D. R. et al. 1991. Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children. Washington, DC: the U.S. Department of Education. [Contract No. 300–87–0156. Two Volumes.]Google Scholar
Reynolds, A. G. 1991a. The cognitive consequences of bilingualism. In Reynolds, A. G. (ed.) Bilingualism, multiculturalism, and second language learning. Hillsdale, NJ: Lawrence Erlbaum. 145–182.Google Scholar
Ricciardelli, L. 1989. Childhood bilingualism: Metalinguistic awareness and creativity. Adelaide: University of Adelaide. Ph.D. diss.Google Scholar
Schlesinger, A. M. Jr. 1991. The disuniting of America. New York: Whittle Direct Books.Google Scholar
Sierra, J. and Olaziregi, I. 1989. EIFE 2. Influence of factors on the learning of Basque. Gasteiz: Central Publications Service of the Basque Country.Google Scholar
Sierra, J. and Olaziregi, I. 1991. EIFE 3. Influence of factors on the learning of Basque. Study of the models A, B and D in second year Basic General Education. Gasteiz: Central Publications Service of the Basque Country.Google Scholar
Swain, M., Lapkin, S., Rowen, N. and Hart, D.. 1991. The role of mother tongue literacy in third language learning. In Norris, S. P. and Phillips, L. M. (eds.) Foundations of literacy policy in Canada. Calgary: Detselig Enterprises Ltd. 185–206.Google Scholar
Tollefson, J. W. 1991. Planning language, planning inequality. New York: Longman.Google Scholar
Verhoeven, L. 1991a. Acquisition of biliteracy. In Hulstijn, J. H. and Matter, J. F. (eds.) Reading in two languages. Amsterdam: AILA. 61–74. [AILA Review 8.]Google Scholar
Verhoeven, L. 1991b. Predicting minority children's bilingual proficiency: Child, family, and institutional factors. Language Learning. 41.20S–233.CrossRefGoogle Scholar
Wagner, S. and Grenier, P. 1991. Analphabétisme de minorité et alphabétisme d'affirmation nationale à propos de l'Ontario français. Volume I: Synthèse théoretique et historique. [Minority group illiteracy and promotion of literacy development among Franco-Ontarians. Volume I: Theoretical synthesis and history.] Toronto: Ministry of Education.Google Scholar
Waite, J. 1992. Aoteareo: Speaking for ourselves. Part B: The issues. A discussion on the development of a New Zealand languages policy. Wellington, New Zealand: Ministry of Education.Google Scholar
Wong Fillmore, L. 1991a. A question for early-childhood programs: English first or families first? Education Week, 06 19. 32, 34.Google Scholar
Wong Fillmore, L. 1991b. Second-language learning in children: A model of language learning in social context. In Bialystok, E. (ed.) Language processing in bilingual children. Cambridge: Cambridge University Press. 49–69.CrossRefGoogle Scholar
Wong Fillmore, L. 1991c. When learning a second language means losing the first. Early Childhood Research Quarterly. 6.323–346.Google Scholar