Psychological assessment of immigrant children: Logic or intuition?

Cummins, Jim

doi:10.1080/01434632.1980.9994005

Cited by 70 publications

(40 citation statements)

References 9 publications

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“…8. The notion of semilingualism, at least in later conceptual developments of the notion by Cummins (1980Cummins ( , 1984 and Skutnabb-Kangas (1981), articulates well with a common cultural understanding, or Western metaphor of Self. The idea that competence in a language can be seen as a composite of two competences, a deep competence (CALPĈ ognitive Academic Language Pro¢ciency) and a surface competence (BICS^Basic Interpersonal Communication Skills) resonates with the idea that people are essentially constituted in terms of a deep, hidden core and a surface.…”

Section: Notesmentioning

confidence: 95%

Rinkeby Swedish and semilingualism in language ideological debates: A Bourdieuean perspective

Stroud

2004

Journal of Sociolinguistics

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The focus of this paper is on the mechanisms whereby liberal and well‐meaning democratic societies propagate a cycle of disposession where immigrants are constructed as least resourced while the powerful retain their power. Specifically discussed is the semiotic management of traditional hierarchies of privilege and access through language ideological discourses pertaining to second language acquisition, multilingualism and heterogeneity. One notion in particular is discussed in this context, namely Rinkeby Swedish, a potential, imagined, pan‐immigrant contact variety of Swedish. The discussion is framed within a primarily Bourdieuean conceptual apparatus using concepts of symbolic market, explaining the role of language boundaries and their institutional policing, and detailing the semiotic processes of iconization whereby immigrants are positioned as outside of a symbolically reconstituted community of ‘real’ Swedish speakers, in strategic attempts to restrict their access to important linguistic and symbolic resources.

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Section: Notesmentioning

confidence: 95%

Rinkeby Swedish and semilingualism in language ideological debates: A Bourdieuean perspective

Stroud

2004

Journal of Sociolinguistics

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“…Finally, Cummins' (1976Cummins' ( , 1980Cummins' ( , 1984 threshold and developmental hypothesis states that L2 learning is facilitated by L1 competency, that high levels of L1, in place at the start of L2 exposure, help in the learning of the new language. For example, Amy's established L1 skills, her mother writes (Li, 1999), help explain her success in L2 learning.…”

Section: Early L2 Exposurementioning

confidence: 99%

Early bilingualism: children of immigrants in an English-language childcare center

Chumak-Horbatsch¹

2008

Psychology of Language and Communication

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In this study, language views and home language practice of sixteen immigrant parents were documented and related to the dual language behaviors of their young children (ages 1:09 to 3;06) who were enrolled in a Toronto English-language childcare center. De Houwer's (1999) model of early bilingualism was applied to the minority language context and external factors were used to explain the short-lived active bilingualism of the younger children and the passive bilingualism of the preschoolers. Presenting mothers and fathers with separate questionnaires proved to be a valuable methodological tool, which revealed similar language thinking but different home language practice. Immigrant mothers were more committed to their children's L1 development than were fathers, a finding, which supports and extends the parental gender difference noted in earlier work (Gleason, 2005;Lyon, 1991; Lyon & Ellis, 1999). Negative effects of early L2 exposure on minority language children's incomplete L1, reported in earlier studies, were confirmed. A concrete outcome of the present study was the creation mylanguage.ca, a website intended to help immigrant parents understand their children's dual language learning. Even though the study presents a somewhat bleak picture of the continuation of L1, it concludes on an optimistic note, encouraging immigrant fathers to join forces with their L1-committed spouses and to help provide a nurturing L1 environment for their young children.

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“…The close relationship between the two languages suggests the possibility of a transfer of skills by means of the Common Underlying Proficiency (Cummins, 1980;Verhoeven, 1994) at the oral level that was not apparent in the children's reading performance.…”

Section: Children's Narrativesmentioning

confidence: 99%

“…These include the level of proficiency that they have achieved at the point when they encounter education in the second language; the length of time available and the educational context in which they acquire communicative and more academic language skills; the relative status of their first and additional languages in the wider society; and whether or not they have access to education in their first language (Cummins, 1980;Thomas & Collier, 1997).…”

Section: Bilingualism In Educationmentioning

confidence: 99%

Language and Literacy: Children's Experiences in Multilingual Environments

Sneddon¹

2000

International Journal of Bilingual Education and Bilingualism

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The present study investigates the language use and literacy practices of 36 children (aged three-and-a-half, seven and 11) from a Gujerati and Urdu-speaking Muslim community in north-east London. These experiences are explored in the children's three-generation families, in the community and in school through interviews, recordings and observations. They are related to the children's educational achievement and whether or not they make use of a local community cultural and religious centre. The findings suggest that children who have access to the culture and leisure facilities of a community centre maintain a higher level of linguistic vitality in Gujerati and are more creative story tellers in both Gujerati and English than children who do not have these opportunities. Support for Gujerati in the home is oral rather than literacy-based and does not have a significant direct impact on children's achievement in literacy. Support for literacy in English is related to books, and does have a positive impact. Overall, by age 11, children are performing above the norms for monolingual English-speaking children of a similar background, are fluent speakers of a dialect of Gujerati and are becoming literate in Urdu for religious purposes.

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Psychological assessment of immigrant children: Logic or intuition?

Cited by 70 publications

References 9 publications

Rinkeby Swedish and semilingualism in language ideological debates: A Bourdieuean perspective

Rinkeby Swedish and semilingualism in language ideological debates: A Bourdieuean perspective

Early bilingualism: children of immigrants in an English-language childcare center

Language and Literacy: Children's Experiences in Multilingual Environments

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