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Language impaired children's performance in an additive bilingual education program

Published online by Cambridge University Press:  28 November 2008

Margaret Bruck
Margaret Bruck*
Affiliation:
McGill-Montreal Children's Hospital Learning Centre
*
Margaret Bruck, McGill-Montreal Children's Hospital Learning Centre, 3640 de la Montagne, Montreal, Quebec H3G 2A8.
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Abstract

Cognitive, academic, first language, and second language abilities of language impaired children attending French immersion programs were assessed in kindergarten and in grade 1. After two years of instruction in a second language the linguistic and cognitive skills of these children were similar to a comparable group of language impaired children who were educated in their first language. The language impaired children were also acquiring proficiency in second language skills, although not to the same levels of proficiency as French immersion children with normal first language abilities. The results are discussed in light of current theories of optimal language of instruction.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 3 , Issue 1 , March 1982, pp. 45 - 60
Copyright
Copyright © Cambridge University Press 1982

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