Interdependencia lingüística y desarrollo educativo en los niños bilingües

• Autores: James Cummins
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Nº 21, 1983, págs. 37-61
• Idioma: español
• DOI: 10.1080/02103702.1983.10821962
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 28 Citas
• Resumen
  • español

    La tesis central del presente artículo es que se puede adquirir una forma de bilingüismo beneficiosa, cognitiva y académicamente hablando, solamente a partir de un desarrollo adecuado de la habilidad en la primera lengua (L1). Se formulan y combinan dos hipótesis hasta llegar a esta conclusión. La hipótesis del «Desarrollo interdependiente» propone que el desarrollo de la competencia en una segunda lengua (L2) depende, en parte, del tipo de competencia desarrollada ya en la L1 en el momento en que empieza una exposición intensiva a la L2. La hipótesis del «Umbral» propone que existen niveles umbrales de competencia lingüística que el niño deberá alcanzar en ambas lenguas, lo cual evitará desventajas cognitivas y permitirá que los aspectos potencialmente beneficiosos del bilingüismo influyan en su funcionamiento cognitivo y académico. Estas hipótesis se insertan en un modelo de educación bilingüe en el que los resultados educativos se explican en función de la interacción entre medio ambiente, input del niño y factores del método educativo. Se sugiere que en muchas evaluaciones de programas de educación bilingüe no se han podido interpretar los datos porque en el diseño de investigación no se han incorporado estas posibles interacciones

  • English

    The central thesis of this paper is that a cognitively and academically beneficial form of bilingualism can be achieved only on the basis of adequately developed first language (L1) skills. Two hypothesis are formulated and combined to arrive at this position. The �developmental interdependence� hypothesis proposes that the development of competence in a second language (L2) is partially a fuction of the type of competence already developed in L1 at the time when intensive exposure to L2 begins. The �threshold� hypothesis proposes that there may be threshold levels of linguistic competence which a bilingual child must attain both in order to avoid cognitive disadvantages and allow the potentially beneficial aspects of bilinguism to influence his/her cognitive and academic functioning. These hypothesis are integrated into a model of bilingual education in which educational outcomes are explained as a function of the interaction between background, child input, and educational treatment factors. It is suggested that many evaluations of bilingual education programmes hare produced uninterpretable data because they have failed to incorporate the possibility of these interactions into their research designs.

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