Rethinking monolingual instructional strategies in multilingual classrooms
Rethinking monolingual instructional strategies in multilingual classrooms
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发表时间：
2007-08
影响因子：
0.5
通讯作者：
J. Cummins
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文献类型：
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作者：
J. Cummins
关于第二语言/外语教学和双语/浸入式教育的最佳做法的三个相互关联的假设仍然主导着课堂教学。这些假设是：(A)目标语言应仅用于教学目的，而不应求助于学生的第一语言(L1)；(B)第一语言与目标语言之间的翻译不应在语言课堂上占有一席之地；以及(C)在沉浸式和双语项目中，这两种语言应该严格分开。研究证据对这些假设的支持微乎其微，而且它们也与认知心理学和应用语言学领域当前理论的指导意义不一致。在现有研究和理论的基础上，本文提出了一套双语教学策略，并举例说明这些策略如何与单语策略平衡互补地使用。
Three inter-related assumptions regarding best practice in second/foreign language teaching and bilingual/immersion education continue to dominate classroom instruction. These assumptions are that: (a) the target language (TL) should be used exclusively for instructional purposes without recourse to students’ first language (L1); (b) translation between L1 and TL has no place in the language classroom; and (c) within immersion and bilingual programs, the two languages should be kept rigidly separate. Research evidence provides minimal support for these assumptions and they are also inconsistent with the instructional implications of current theory in the areas of cognitive psychology and applied linguistics. Based on current research and theory, a set of bilingual instructional strategies are proposed and concrete examples are provided to illustrate how these strategies can be used together with monolingual strategies in a balanced and complementary way.