Multi-Lingual, but not Making it in International Schools  

Oleh:

Kusuma-Powell, Ochan

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Research in International Education vol. 3 no. 2 (Aug. 2004), page 157-172.
Topik: international schools; international students; international teachers; multi-lingual learner; verbal cognitive development
Fulltext: 157.pdf (521.34KB)

Isi artikel

International schools are increasingly identifying Functionally Multi-Lingual children in their student populations. These students, bilingual or multilingual at surface levels of conversation, have not established academic competence in any single language. In many cases, the teacher may assume that another, more robust language exists, when in fact English is the child’s most highly developed language. These children experience difficulty with verbal cognitive development and often demonstrate other issues with learning, including problems with organization and memory, and difficulties in learning to read or in the production of written expression.

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