L1 Argumentative Written Production in Bilingual and Monolingual Contexts in 6th, 7th and 8th Grades

  • Angelmiro Galindo Universidad del Quindío
  • Lina María Moreno Universidad del Quindío
Keywords: bilingual education, argumentative written production, educational model of early partial immersion

Abstract

In this comparative research project we observed the argumentative written production of bilingual (experimental group EG) and monolingual students (control group CG) in 6th, 7th and 8th grades in their mother tongue, as well as the influence that the bilingual students' school grade had on such written production. Results show that, firstly, just in 7th and 8th grades the written production of the EG surpassed that of the CG, and secondly, the bilingual students with more school experience surpassed those with less experience in certain aspects. It was concluded that the advantage of the EG over the CG in argumentative written production related to the students' level of school experience. Moreover, the bilingual school experience modified this discursive skill according to the method of evaluation employed and the school grades compared.

Received: 16-11-2007 /Accepted: 11-02-2008

How to reference this article:

Galindo, A. & Moreno, L. (2008). Producción argumentativa escrita -lengua materna- en contextos educativos bilingües y monolingües: grados 6º, 7º y 8º. Íkala. 13(1), pp.145-169.

|Abstract
= 11 veces | PDF
= 21 veces|

Downloads

Download data is not yet available.

Author Biographies

Angelmiro Galindo, Universidad del Quindío
Angelmiro Galindo es Ph.D. en Lingüística, con énfasis en Bilingüismo, de la Universidad Laval de Quebec, Canadá. Profesor de francés y de Seminario de Investigación en Lengua Extranjera, del Programa de Lenguas Modernas de la Universidad del Quindío.
Lina María Moreno, Universidad del Quindío
Lina María Moreno es licenciada en Lenguas Modernas y profesora de francés del Programa de Lenguas Modernas de la Universidad del Quindío.

References

Baker, C. (2001). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matterts Ltd.

Bialystok, E. (1986). Factors in the growth of linguistic awareness. Child Development, 57, 498-510.

Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24 (4), 560-567.

Bialystok, E. and Majumder, S. (1998). The relationship between bilingualism and the development of cognitive processes in problem solving. Applied Psycholinguistics, 19, 69-85.

Bloomfield, L. (1935). Language. London: Allen and Unwin.

Brassart, D. (1996). Didactique de l'argumentation écrite: Approches psycho-cognitives. Argumentation, 10, 69-87.

Brassart, D. (1988). La gestion des contre-arguments dans le texte argumentatif écrit chez les élèves de 8 à 12 ans et les adultes compétents. European Journal of Psychology of Education, 4 (1), 51-69.

Cevallos, E., Correa, N. y Batista, L. (2002). Competencias argumentativas sobre el medio ambiente en primaria y secundaria. Medio Ambiente y Comportamiento Humano, 3 (1) 167-186.

Cromdal, J. (1999). Childhood bilingualism and metalinguistic skills: Analysis and control in young Swedish-English bilinguals. Applied Psycholinguistics, 20, 1-20.

Cummins, J. (1978). Cognitive factors associated with attainment of intermediate levels of bilingual skills. The Modern Language Journal, 31 (1-2), 3-12.

Cummins, J. (2001). Assessment and intervention with culturally and linguistically diverse learners. In S.R. Hurley & J.V. Tinajero (Eds.), Literacy assessment of second language learners. Boston: Allyn and Bacon.

Dolz, J. (1995). L'apprentissage des capacités argumentatives. Étude des effets d'un enseignement systématique et intensif du discours argumentatif chez des enfants de 11-12 ans. Bulletin Suisse de Linguistique Appliquée, 61, 137-169.

Duverger, J. (1995). Repères et enjeux. Revue Internationale d´Éducation, Enseignements bilingues, 7, 29-44

Fitzgerald, J. (1995). English-as-a-second-language learner's cognitive reading processes: A review of research in the United States. Review of Educational Research, 65 (2), 145-190.

Galindo, A. (2002). Habiletés métasyntaxiques et production de textes argumentatifs écrits en langue maternelle d´élèves en début de secondaire en inmersion et en classe régulière. Thèse de doctorat, Université Laval, Québec, Canada (non publiée).

Golder, C. (1996). Le développement des discours argumentatifs. Paris : Delachaux et Niestlé.

Graddol, D (2006). English Next. London: British Council.

Hamers, J.F., et Blanc, M. (2000). Bilinguality and bilingualism. Cambridge: Cambridge University Press.

Laija-Rodríguez, W., Ocho, S.H. & Parker, R. (2006). The crosslinguistic role of cognitive academia language profiency on reading growth in Spanish and Englis. Bilingual Research Journal, 30 (1), 87-106.

Lambert, W. E., Genesee, F., Holobow, N. and Chartrand, L. (1993). Bilingual education for majority English-speaking children. European Journal of Psychology of Education, 8 (1), 3-22.

Lapkin, S. (1982). The English writing skills of French immersion pupils at grade five. La Revue Canadienne des Langues Vivantes, 39, 24-33.

Mackey, W.F. (1962). The description of bilingualism. Canadian Journal of Linguistics, 7, 51-85.

Macnamara, J. (1967). The bilingual's linguistic performance. Journal of Social Issues, 23, 58-77.

Ministerio de Educación de Colombia (1996). Indicadores de logros curriculares. Bogotá: Ediciones FECODE.

Myers-Scotton, C. (2006). Multiple voices. An introduction to bilingualism. Oxford: Blackell Publishing.

Norma (2005). Palabras de colores 5. Bogotá: Grupo Editorial Norma.

Perelman, C. y Olbrechts-Tyteca (1958/1992). Traité de l'argumentation (5e éd.). Bruxelles: Éditions de l'Université de Bruxelles.

Perregaux, C. (1994). Les enfants à deux voix. Des effets du bilinguisme sur l'apprentissage de la lecture. Bern: Peter Lang.

Skutnabb-Kangas, T. (1994). Mother tongue Maintenance: The debate. Linguistic Human Rights and minority education. TESOL Quarterly, 28 (3), 625-628.

Swain, M. (1987). French immersion: Early, late or partial? La Revue Canadienne des Langues Vivantes, 34 (3), 577-585.

Swain, M. and Lapkin, S. (1982). Evaluating bilingual education: A Canadian case study. Clevedon, England: Multilingual Matters.

Thyrion, F. (1996). La dissertation. Du lieu commun au texte de réflexion personnelle. Lo- uvain-la-Neuve : ''Entre Guillemets'' Duculot.

Toulimin, S. (1993). Les usages de l'argumentation. Paris : Presses Universitaires de France.

Turnbull, M., Lapkin, S. and Hart, D. (2001). Grade 3 immersion students' performance in literacy and mathematics :

Province-wide results from Ontario (1998-99). La Revue Canadienne des Langues Vivantes, 58 (1), 9-26.

Vigotsky, L. S. (1962). Thought and language. Cambridge, MA : MIT Press.

Weinreich, U. (1953). Languages in contact. Tha Hague: Mouton.

Zubiría, J. (2006). Las competencias argumentativas. La visión desde la educación. Bogotá: Cooperativa Editorial Magisterio.

Published
2008-10-30
How to Cite
Galindo A., & Moreno L. M. (2008). L1 Argumentative Written Production in Bilingual and Monolingual Contexts in 6th, 7th and 8th Grades. Íkala, 13(1), 145-169. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/2695
Section
Articles