THOUGHT AND 2ND LANGUAGE: A VYGOTSKIAN FRAMEWORK FOR UNDERSTANDING BICS AND CALP

  • James Bylund Alliant International University

Resumo

Language diversity has been a defining characteristic of U.S. public schools throughout their history, and this phenomenon shows no signs of slowing down.  Over the 10 year period between 1994-1995 and 2004-2005, the number of students in US public schools classified as Limited English Proficient (LEP) grew from roughly 3.2 to 5.1 million, an increase of 57% (National Clearinghouse for English Language Acquisition).  Public schools are responsible for educating students from diverse linguistic backgrounds, and efforts to do so have often involved immersing these students in English-only programs at the expense of their primary language.  

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Doutor em Psicologia educacional pela Alliant International University, em San Diego, na Califórnia. Mestre em Educação e Especialista em Psicologia Educacional pela San Diego State University, na Califórnia, EUA. É Especialista em neurospsicologia educacional e Credenciado a atuar como Psicólogo Educacional em todo território dos Estados Unidos. Trabalhou como psicólogo nas escolas públicas de San Diego e como coordenador de programas especiais na região de Contra Costa, na Califórnia, EUA. Atualmente, é diretor de serviços de apoio ao estudante nas escolas públicas de Byron, na Califórnia, atende em seu consultório particular e leciona cursos de avaliação neuropsicológica na Alliant International University.       

Referências

CUMMINS, J. (1981). Empirical and theoretical underpinnings of bilingual education. Journal of Education. 163, 16-30.
National Clearinghouse for English Language Acquisition. (2006). The Growing Numbers of LEP Students. Retrieved June 8, 2010, from http://www.ncela.gwu.edu/files/uploads/4/Growing LEP_0506.pdf.
OCHOA, S.H., & Rhodes, R.L. (2005). Assisting parents of bilingual students to achieve equity in public school. Journal of Educational & Psychological Consultation. 16, 75-94.
RHODES, R.L, Ochoa, S.H., & Ortiz, S.O. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York. Guilford Press.
THOMAS, W.P. & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long term academic achievement: Executive Summary. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. Retrieved June 8, 2010, from http://www.usc.edu/dept/education/ CMMR/CollierThomasExReport.pdf.
Vygotsky, L.S. (1986). Thought and Language. Cambridge, MA: MIT Press (Original work published 1934).
Publicado
2015-12-29
Como Citar
BYLUND, James. THOUGHT AND 2ND LANGUAGE: A VYGOTSKIAN FRAMEWORK FOR UNDERSTANDING BICS AND CALP. Augusto Guzzo Revista Acadêmica, São Paulo, v. 2, n. 16, p. 70-77, dec. 2015. ISSN 2316-3852. Disponível em: <https://fics.edu.br/index.php/augusto_guzzo/article/view/289>. Acesso em: 22 june 2021. doi: https://doi.org/10.22287/ag.v2i16.289.

Palavras-chave

Language Acquisition, language development, public schools throughout, Vygotsky.