Additive-Bilingual (Immersion) Education: Cognitive and Language Development  

Oleh:

Mizokawa, Donald T. ; Bamford, Kathryn W.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 41 no. 3 (Sep. 1991), page 413-429.
Fulltext: 41_03_Bamford.pdf (778.53KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/41 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The superior control of cognitive processing demonstrated by children in the early stages of additive bilingualism may enhance symbolic reasoning abilities. The developmental interdependence of Ll and 1.2 may allow additive-bilingual children to maintain normal native-language development. This study examined the development of a Grade 2 additive-bilingual (Spanish - immersion) program class as compared to a monolingual classroom on measures of nonverbal problem-solving and native-language development. The program was the independent variable in two comparisons. In the first comparison, nonverbal problem-solving was the dependent variable, as measured by Raven's (1977) Coloured Progressive Matrices (CPM). As hypoth-esized, a repeated measures ANCOV A of the results of fall and spring administrations of the CPM indicated significant differences in favor of the Spanish-immersion group, F(1, 35)=5.85, p=.02. In the second comparison, native-language development was the dependent variable as measured by the Peabody Picture Vocabulary Test-R (PPVT-R). A parametric independent samples t-test was applied to the mean gain scores of the immersion and comparison groups on the fall and spring PPVT-R scores. As expected, no significant differences were revealed between groups, t=.15,p=.R8,N=37. Results were interpreted to support Vygotsky's (1978) assertion that the mediation of language is an essential part of nonverbal problem-solving and Lambert's (1984) notion of "additive-bilingual" settings.

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