Bilingualism, Cognitive Functioning and Education

Swain, Merrill; Cummins, James

doi:10.1017/s0261444800003918

Cited by 37 publications

(23 citation statements)

References 29 publications

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“…( 1977) have claimed that in the case of immigration of minority groups, a language shift will usually be completed in four generations. Swain & Cummins (1979) believe that the process of language shift in a L2 submersion environment may even proceed faster. As to Northern American countries, it can be concluded from studies by Fishman (1966), Haugen (1969, Gaarder (1977) and Hernandez-Chavez (1978) that a rapid shift to L2 among minority groups can indeed take place, and that strong support from local and central authorities is needed for minority languages to survive.…”

Section: Language Inputmentioning

confidence: 99%

Ethnic Minority Children Acquiring Literacy

Verhoeven¹

1987

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Section: Language Inputmentioning

confidence: 99%

Ethnic Minority Children Acquiring Literacy

Verhoeven¹

1987

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“…It is also important to realize that knowledge of a second language can be an advantage in concept acquisition as it helps the learner to see different representations of the same ideas (Swain and Cummings 1979).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study

Rollnick

Rutherford

1996

International Journal of Science Education

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This paper describes one aspect of a teaching intervention involving groups of primary teacher trainees in Swaziland involving four different combinations of language usage and teaching strategies. The main focus is on the language dimension of the study. Audiotapes of group work were analysed for several features including the use of both English and SiSwati and its effect on conceptual change, the causes and frequency of language changes and the social interaction of the group during learning. Analysis of the transcripts of the tapes showed that the use of SiSwati served several important functions including articulation and elimination of alternative conceptions, clarifying of concepts and formulating ideas.

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“…cit., 1980, p. 20). For example, both the authoritative article by W. E. Lambert [13] in International Dimensions of Bilingual Education, and the overview of recent research by Merrill Swain and James Cummins (1979) [14], draw attention to the positive advantages of bilingualism, but show how 'bilingual education' covers a whole range of programmes with very different emphases and objectives, in terms of skills to be mastered. Contradictory results from studies of education through more than one language medium will continue to abound, not only because of methodological difficulties of comparing different research projects, but also because of the problem of matching the many variables that can influence particular sociolinguistic contexts.…”

Section: Language Policy: Principles and Practicementioning

confidence: 99%