The Development of Second Language Proficiency

doi:10.1017/CBO9781139524568

This text presents the findings of a major investigation of second language proficiency in various groups of school-aged learners.It invites a frank appraisal of the research from an outside panel of experts. The theoretical and practical implications of the study are the subject of a lively debate focused on three main research issues: the nature of second language proficiency, the impact of classroom treatment on second language learning, and the role of social and individual factors in bilingual development. This original collection of articles will be of interest to all those concerned with policy and practice in second language education.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-viii
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List of contributors
pp ix-x
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Series editors' preface
pp xi-xii
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Acknowledgments
pp xiii-xiv
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Introduction
pp 1-4
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I - THE NATURE OF LANGUAGE PROFICIENCY
pp 5-6
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Chapter 1 - The nature of language proficiency
pp 7-25
- By Birgit Harley, Ontario Institute for Studies in Education, Jim Cummins, Ontario Institute for Studies in Education, Merrill Swain, Ontario Institute for Studies in Education, Patrick Allen, Ontario Institute for Studies in Education
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Chapter 2 - Constructing measures and measuring constructs
pp 26-38
- By Lyle F. Bachman, University of California at Los Angeles
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Chapter 3 - Communicative competence revisited
pp 39-49
- By Jacquelyn Schachter, University of Southern California
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Chapter 4 - Response by DBP project members to the discussion papers of Lyle Bachman and Jacquelyn Schachter
pp 50-54
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II - CLASSROOM TREATMENT
pp 55-56
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Chapter 5 - Aspects of classroom treatment: toward a more comprehensive view of second language education
pp 57-81
- By Patrick Allen, Ontario Institute for Studies in Education, Merrill Swain, Ontario Institute for Studies in Education, Birgit Harley, Ontario Institute for Studies in Education, Jim Cummins, Ontario Institute for Studies in Education
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Chapter 6 - Process-product research on second language learning in classrooms
pp 82-92
- By Patsy M. Lightbown, Concordia University
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Chapter 7 - Analysis and experience as variables in second language pedagogy
pp 93-109
- By H. H. Stern, Ontario Institute for Studies in Education
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Chapter 8 - Response by DBP project members to the discussion papers of Patsy Lightbown and H.H. (David) Stern
pp 110-116
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III - SOCIAL AND INDIVIDUAL VARIABLES
pp 117-118
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Chapter 9 - Social and individual factors in the development of bilingual proficiency
pp 119-133
- By Jim Cummins, Ontario Institute for Studies in Education, Birgit Harley, Ontario Institute for Studies in Education, Merrill Swain, Ontario Institute for Studies in Education, Patrick Allen, Ontario Institute for Studies in Education
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Chapter 10 - Social and individual factors in language acquisition: some models of bilingual proficiency
pp 134-145
- By Richard Bourhis, Université du Québec à Montréal
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Chapter 11 - The role of context and age in the development of bilingual proficiency
pp 146-157
- By Alison d'Anglejan, University of Montreal
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Chapter 12 - The relationship between first and second languages: language proficiency and language aptitude
pp 158-174
- By Barry McLaughlin, University of California at Santa Cruz
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Chapter 13 - Response by DBP project members to the discussion papers of Richard Bourhis and Alison d'Anglejan
pp 175-178
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IV - PRACTICAL AND POLICY IMPLICATIONS
pp 179-180
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Chapter 14 - The complementary roles of researchers and practitioners in second language education
pp 181-186
- By Jean Handscombe, North York Board of Education
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Chapter 15 - Educational language policies in Utopia
pp 187-198
- By Christina Bratt Paulston, University of Pittsburgh
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V - THIRTY-FIVE YEARS OF RESEARCH ON BILINGUALISM
pp 199-200
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Chapter 16 - Persistent issues in bilingualism
pp 201-218
- By Wallace E. Lambert, McGill University
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CONCLUSION
pp 219-220
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Chapter 17 - The project in perspective
pp 221-226
- By G. Richard Tucker, Center for Applied Linguistics
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References
pp 227-240
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