Indian Bilingualism: Some Educational and Linguistic Implications

Southworth, Franklin C.

doi:10.1111/j.1749-6632.1980.tb51120.x

Cited by 2 publications

(4 citation statements)

References 7 publications

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“…The results of these studies have been largely discounted (Saville-Troike, 1982;Southworth, 1980). The more careful studies which began in 1962 showed radically different results.…”

Section: Hebrew Language (Written and Spoken)mentioning

confidence: 97%

“…Bilingualism was associated with low achievement in school, mental retardation and poverty (Teller & White, 1980). Even as late as 1960, research indicated that bilinguals were behind their monolingual counterparts in academic achievement and were thus considered intellectually and socially retarded (Brisk & Wurzel, 1979;Southworth, 1980;Lambert, 1977).…”

Section: Hebrew Language (Written and Spoken)mentioning

confidence: 99%

“…More recent studies have associated negative results of bilingualism with poor testing methods including the comparison of unmatched socioeconomic groups Teller & White, 1980, Southworth, 1980. The results of these studies have been largely discounted (Saville-Troike, 1982;Southworth, 1980).…”

Section: Hebrew Language (Written and Spoken)mentioning

confidence: 99%

“…They indicated that bilingual children show definite advantages over their monolingual counterparts on measures of divergent thinking skills (Lambert, 1977), cognitive flexibility (Ianco-Worrall, 1972;Lambert, 1977), and creativity (Lambert, 1977). There have been no contradictory studies in the recent literature (Lambert, 1977;Southworth, 1980). In fact, HebrewEnglish bilinguals, when matched with equivalent socioeconomic monolingual controls, were significantly superior on certain tasks (Ben Zeev, 1977).…”

Section: Hebrew Language (Written and Spoken)mentioning

confidence: 99%

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Identifying sectarian content for Jewish Early Childhood educational programs

Feinberg

Saracho

Spodek

1990

IJEC

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This study identified appropriate sectarian content for Jewish Early Childhood education programs. Using a national sample of early childhood Jewish educators, a Delphi technique was used to identify specific elements of Jewish history and culture considered worthy to be taught to young Jewish children. Seven categories of study were identified: (1) Jewish tradition as expressed in Jewish literature beginning with the Bible and continuing to modern Jewish writings; (2) Jewish way of life (customs and commitments); (3) Hebrew language (written and spoken); (4) Israel as the Holy Land of Jewish tradition and as the modem state; (5) Jewish peoplehood, knowledge of its historic past, its present structure and a desire to identify oneself with its future; (6) Faith in God with the purpose of the betterment of the world and humanity; and (7) Jewish values and attitudes. These categories were validated through a review of the literature on the history of Jewish education and by a panel of experts in Jewish education. A discussion is presented of the content appropriate to young children within each of these categories.

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“…The results of these studies have been largely discounted (Saville-Troike, 1982;Southworth, 1980). The more careful studies which began in 1962 showed radically different results.…”

Section: Hebrew Language (Written and Spoken)mentioning

confidence: 97%

Section: Hebrew Language (Written and Spoken)mentioning

confidence: 99%

Section: Hebrew Language (Written and Spoken)mentioning

confidence: 99%

Section: Hebrew Language (Written and Spoken)mentioning

confidence: 99%

See 2 more Smart Citations

Identifying sectarian content for Jewish Early Childhood educational programs

Feinberg

Saracho

Spodek

1990

IJEC

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The Kalimah In the Kaleidophone: Ranges of Multivocallty in Bangladeshi Muslim's Discourses

Wilce

1998

Ethos

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Bengali Muslims have long debated the place of religion, ideology, literary heritage, ethnicity, and various nationalisms in their identity. Contemporary identity ferment is exemplified in each of five examples of discourse explored herein. Replaying these voices "kaleidophonically" uncovers the vital, resistant, "fundamentally liberating" character of multivocality in Bengali Muslims' discourse, particularly in codeswitching, reported speech, and pronoun play. Although each of the voices acknowledges the kalimah of Islam, their multivocality belies simple formulations of identity. The translinguistics of Bakhtin informs the analysis of how linguistic play works to reconstitute what it is to be Bengali and Muslim.

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Indian Bilingualism: Some Educational and Linguistic Implications

Cited by 2 publications

References 7 publications

Identifying sectarian content for Jewish Early Childhood educational programs

Identifying sectarian content for Jewish Early Childhood educational programs

The Kalimah In the Kaleidophone: Ranges of Multivocallty in Bangladeshi Muslim's Discourses

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