Communication, Constructivism and Transfer of Knowledge in the Education of Bilingual Learners

• Autores: Rafael A. Olivares
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 5, Nº. 1, 2002, págs. 4-19
• Idioma: inglés
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• Resumen

  • This theoretical framework to educate bilingual learners links the communicative approach and the constructivist approach to learning with the transfer of knowledge from one language to the other. The framework is illustrated in the CCT model where bilingual students (identified in USA as English language learners ELLs), develop their second language when performing academically in the subject matter areas. The CCT model includes, firstly, the communicative approach in language learning that stands on six principles: (1) second language (L2) learning, as first language (L1) learning, goes from whole to parts; (2) L2 learning should be developed in a student-centred setting; (3) the content of language learning should have an immediate meaning for the learner; (4) language learning occurs in social interactions; (5) reading, writing, speaking, and listening develop simultaneously; and (6) L2 learning is more effective when it is supportive of student's first language and culture. Secondly, the constructivist approach that is summarised in a four steps sequence: (1) open-ended opportunities for the learner to interact with meaningful material; (2) the teacher as facilitator of learning focuses student activities within the lesson framing; (3) ELLs use their background knowledge in L1 to discover new knowledge in L2; and (4) after the discovery-concept/process phase, the student applies the new knowledge to other situations restarting the cycle. Thirdly, the transfer of knowledge which discusses (1) transfer of declarative knowledge, identify as a specific kind of knowledge and (2) transfer of procedural and strategic knowledge identify as general kind of knowledge.