The Entry and Exit Fallacy in Bilingual Education

Cummins, Jim

doi:10.1080/08855072.1980.10668382

Cited by 137 publications

(69 citation statements)

References 24 publications

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“…Meanwhile, Cummins (1980Cummins ( , 1981Cummins ( , 1983) advanced a model of bilingual proficiency known as "common underlying proficiency" (CUP), which intends to explain the relationship between a learner's linguistic competence in the mother tongue and the linguistic competence in the second language (L2) in bilingual education. The core of the theory is that in the process of learning a language a child picks up a set of skills and metalinguistic knowledge which can be used when learning another language.…”

Section: Theoretical Perspectives On Language Transfermentioning

confidence: 99%

A Study on the Relationship between University Students’ Chinese Writing Proficiency and Their English Writing Proficiency

Huang¹,

Liang²,

Dracopoulos³

2011

ELT

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Up to now, most researchers have been paying attention to the negative transfer of mother tongue to second language writing. Few studies, if any, have touched upon the positive transfer. Therefore, the purpose of this study is to investigate the positive transfer of Chinese to 26 first-year university students' English writing holistically and segmentally in the use of words, grammar, coherence, and content and organization. The result of the Pearson correlation coefficient turned out to be 0.43 at the 5% significance level, indicating a positive relationship between the Chinese writing and the English writing. The questionnaires have also confirmed the result of the correlation analysis. In particular, the positive transfer of Chinese seems to be more apparent in the content and organization of the English writing, followed by coherence and use of words. Thus, it can be concluded that the positive transfer of mother tongue can facilitate English writing.

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Section: Theoretical Perspectives On Language Transfermentioning

confidence: 99%

A Study on the Relationship between University Students’ Chinese Writing Proficiency and Their English Writing Proficiency

Huang¹,

Liang²,

Dracopoulos³

2011

ELT

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“…Cummins (1979Cummins ( , 1980Cummins ( , 1981aCummins ( , 1981b proposed that there were two kinds of language proficiencies to be learned: "basic interpersonal communicative skill" (BICS), the language of ordinary conversation, or "the manifestation of language proficiency in everyday communicative contexts" (Cummins, 1984, p. 137) and "cognitive academic language proficiency" (CALP), the language of instruction and academic texts, which is known as academic language proficiency.…”

Section: Introductionmentioning

confidence: 99%

Immigrant Students Navigating Canadian Schools: A Longitudinal View

Gunderson¹,

D’Silva²,

Odo³

2012

TESL

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“…Ellis, 2011). Since the tasks are cognitively demanding, they contribute to the development of cognitive skills that can later be transferred to their first language (Cummins, 2001). The use of a project-based pedagogy also enables teachers to increase gradually in the course of a unit the difficulty of the tasks and the complexity of the language structures.…”

Section: Principle 3: Use Of a Project-based Pedagogymentioning

confidence: 99%