Communication, Constructivism and Transfer of Knowledge in the Education of Bilingual Learners  

Oleh:

Olivares, Rafael A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 5 no. 1 (2002), page 4-19.
Fulltext: Vol. 5, No. 1, 4-19.pdf (275.89KB)

Isi artikel

This theoretical framework to educate bilingual learners links the communicative approach and the constructivist approach to learning with the transfer of knowledge from one language to the other. The framework is illustratedin the CCT model where bilingual students (identified in USA as English language learners ELLs), develop their second language when performing academicallyin the subjectmatter areas. The CCT model includes, firstly, the communicative approach in language learning that stands on six principles: (1) second language (L2) learning, as first language (L1) learning, goes from whole to parts; (2) L2 learning should be developed in a student-centred setting; (3) the content of language learning should have an immediatemeaning for the learner; (4) language learning occurs in social interactions; (5) reading, writing, speaking, and listeningdevelop simultaneously; and (6)L2 learningis more effectivewhen it is supportive of student’s first language and culture. Secondly, the constructivist approach that is summarisedin a four steps sequence: (1)open-ended opportunities for the learner to interactwithmeaningful material; (2) the teacheras facilitatorof learning focuses student activities within the lesson framing; (3) ELLs use their background knowledge in L1 to discover new knowledge in L2; and (4) after the discovery- concept/process phase, the student applies the new knowledge to other situations restarting the cycle. Thirdly, the transfer of knowledge which discusses (1) transfer of declarative knowledge, identify as a specific kind of knowledge and (2) transfer of procedural and strategic knowledge identify as general kind of knowledge.

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