The Development of Bilingual Proficiency. Final Report. Volume I: The Nature of Language Proficiency, Volume II: Classroom Treatment, Volume III: Social Context and Age.

Autor/inn/en	Harley, Birgit; und weitere
Institution	Ontario Inst. for Studies in Education, Toronto. Modern Language Centre.
Titel	The Development of Bilingual Proficiency. Final Report. Volume I: The Nature of Language Proficiency, Volume II: Classroom Treatment, Volume III: Social Context and Age.
Quelle	(1987), (841 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingualism; Classroom Observation Techniques; Classroom Techniques; Elementary Secondary Education; English (Second Language); Foreign Countries; French; Immersion Programs; Instructional Effectiveness; Japanese; Language Acquisition; Language Patterns; Language Proficiency; Language Usage; Longitudinal Studies; Native Speakers; Portuguese; Program Effectiveness; Second Language Learning; Uncommonly Taught Languages; Urban Areas; Canada (Toronto) + Suchen Sie Ihr Suchwort? Bilingualismus; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Französisch; Immersionsprogramm; Unterrichtserfolg; Japaner; Japanisch; Sprachaneignung; Spracherwerb; Sprachmodell; Sprachstruktur; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Muttersprachler; Portugiesischunterricht; Zweitsprachenerwerb; Minderheitensprache; Urban area; Stadtregion
Abstract	The Development of Bilingual Proficiency is a large-scale, five-year research project begun in 1981. The final report contains three volumes, each concentrating on specific issues investigated in the research: (1) the nature of language proficiency, including second language lexical proficiency and the development and growth of metaphor comprehension in first and second languages; (2) the effect of classroom treatment of language proficiency, including a study of the Colt Observation Scheme, a core French observation study, an immersion observation study, and a classroom experiment in functional grammar in French immersion; and (3) the relevance of social context and age for language learning, including studies on the language use, attitudes and proficiency of Toronto Portuguese-Canadian children, development of bilingual proficiency and the transition from home to school in Portuguese-speaking children, the relationship of arrival age, residence length, and literacy skills among Japanese immigrant students, and the relationship between starting age and oral second language proficiency in three groups of classroom learners. Each volume contains a 20-page overview of the project and brief summaries of each individual study. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC