Cognitive Factors Associated with the Attainment of Intermediate Levels of Bilingual Skills

摘要: unilingually instructed counterparts and, in addition, would become anomic individuals without affiliation to either ethnolinguistic contact group. In contrast these earlier beliefs regarding the negative effects of bilingual education, Stern (1973) notes that recent years there has been an eagerness make education two languages much more widely available and regard it as educationally desirable. Evaluations many North American programs lend support this optimism. general, designed teach a second language English speaking children have proved successful (Cohen, 1974; Swain, 1974) while immersion non-English less successful. However, Cohen (1975) points out latter lack several ingredients which are highly desirable programs. The evaluation best known Canadian suggests possibility may even positive effect on some cognitive processes. Children well-documented St. Lambert program Montreal shown no intellectual disadvantages relation controls throughout elementary school period at grade levels performed significantly higher level than measures divergent thinking (Bruck, Tucker, 1973; Lambert, Tucker d'Anglejan, 1973). This renewal optimism efficacy paralleled by reversal research evidence influence bilingualism cognition. Investigations relationship between cognition conducted prior Peal study 1962 generally found bil guals lower unilinguals verbal intelligence (see reviews Darcy, 1953; Jensen, 1962; Macnamara, 1966; 1962). (1962) criticized early studies grounds them failed o control for confounding variables such socioeconomic status, sex bilingual's k owledge his languages. results subsequent investigations (Bain, Balkan, 1970; Ben Ze'ev, 1972; Cummins, 1976b; Cummins Gulutsan, 1974a; Ianco-Worrall, Landry, Liedke Nelson, 1968) indicate under certain learning conditions access can positively development association