Future Directions for Dual Language Education
Presented by Genesee & Lindholt-Leary p.13-14
1. What pedagogical approaches are most effective in promoting language acquisition since, as noted earlier, DLE students often exhibit inadequacies in their language skills even after extended participation in DLE programs? In particular, are there specific instructional strategies that enhance students’ mastery of grammatical features of the L2 while maintaining students’ communicative fluency? What forms of corrective feedback produce significant, long-term gains in linguistic competence?
2. Are there students for whom DLE is not effective? In particular, are bilingual programs suitable for students with severe cognitive, perceptuo-motor, or affective disorders? In a related vein, do at-risk students in DLE programs exhibit the same challenges and to the same extent as comparable students in monolingual programs and what intervention strategies are effective for students with such learning challenges? Should services for students with special needs be provided in the native or the second language?
3. Are there specific instructional strategies that are particularly effective for teaching typologically distinct languages? To date, most programs and research have examined linguistically similar languages (i.e., English and French). Similarly, how can literacy best be taught in languages with orthographically distinct writing systems? Is simultaneous or successive introduction of literacy instruction in two languages with different typologies and/or orthographies preferable?
4. What kinds of skills and professional development are required of teachers so that they can work effectively in DLE programs?
1. What pedagogical approaches are most effective in promoting language acquisition since, as noted earlier, DLE students often exhibit inadequacies in their language skills even after extended participation in DLE programs? In particular, are there specific instructional strategies that enhance students’ mastery of grammatical features of the L2 while maintaining students’ communicative fluency? What forms of corrective feedback produce significant, long-term gains in linguistic competence?
2. Are there students for whom DLE is not effective? In particular, are bilingual programs suitable for students with severe cognitive, perceptuo-motor, or affective disorders? In a related vein, do at-risk students in DLE programs exhibit the same challenges and to the same extent as comparable students in monolingual programs and what intervention strategies are effective for students with such learning challenges? Should services for students with special needs be provided in the native or the second language?
3. Are there specific instructional strategies that are particularly effective for teaching typologically distinct languages? To date, most programs and research have examined linguistically similar languages (i.e., English and French). Similarly, how can literacy best be taught in languages with orthographically distinct writing systems? Is simultaneous or successive introduction of literacy instruction in two languages with different typologies and/or orthographies preferable?
4. What kinds of skills and professional development are required of teachers so that they can work effectively in DLE programs?