Transfer of Academic Cognitive Skills
Garcia (2009) talks about how ELLs are like an all-terrain vehicle with the ability to use either language to hold an academic conversation in either L1 or L2 or both. In addition, they are able to transfer academic cognitive skills from one language to the other when asked a question in one language and use the same or opposite language to reply. This demonstrates the true biliteracy and bilingualism for ELLs.
Balance Theory
-One central operating system to balance language or languages
-Each balloon represents a Language
-The more use of one language will deflate the other balloon (language)
-Balance implies brain can only have the capablity to learn one language
-More than one language will hinder learning
-Supports the SUP theory (Separate Underlying Theory)
-Represents theoritical view of Subtractive bilingual education programs
(The more L2 for ELLs will help them learn English and become successful.)
Iceberg Analogy
-Brain has one central operating system that can control one or more than two languages
-ELLs can learn L1 and L2 simultaneously without hindering each other
-Both languages grow proficiently and support each other
-Transfer academic cogntive skills from one language to the other
-Lowers affective filters
-Supports CUP (Common Underlying Proficiency)
-Represents and supports additive biilngual programs
-ELLs become bilinguals, biliteraters, biculturals
-Close achievement gap
Related Links
References
Baker, C. (2004). Foundations of Bilingual Education and Bilingualism (4th ed.)
Multilingual Matters, Clevedon.
Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspective.
Wiley-Blackwell, Oxford.
Multilingual Matters, Clevedon.
Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspective.
Wiley-Blackwell, Oxford.