Cognitive Theories of Bilingualism and The Curriculum

Cognitive Theories of Bilingualism and the Curriculum
Adrian Camacho
Structure of the article
1. A discussion of explanations by firstly considering a ‘naive’ theory of language and cognitive

functioning.
2. An examination of the development of a major and dominating theory of bilingualism and
cognition.
Naive theory of bilingualism. Represents the two languages as existing together in balance
Two language balloons. As the second language balloon is pumped higher (e.g. English in the US), so
the first language balloon (e.g. Spanish) diminishes in size. As one language balloon increases, the other
decreases.
Evidence that makes the two language balloons false.
 There appears to be enough cerebral living quarters not only for two languages, but for other
languages as well.
 Language attributes are not separated in the cognitive system, but transfer readily and are
interactive.
Common Underlying Proficiency model
Main ideas:
1. When a person owns two or more languages, there is one integrated source of thought.
2. Bilingualism and multilingualism are possible because people have the capacity to store easily
two or more languages.
3. Both channels feed the same central processor.
4. The language the child is using in the classroom needs to be sufficiently well developed to be
able to process the cognitive challenges of the classroom.
5. Speaking, listening, reading or writing in the first or the second language helps the whole
cognitive system to develop.
6. When one or both languages are not functioning fully cognitive functioning and academic
performance may be negatively affected.
Thresholds Theory
Each threshold is a level of language competence that has consequences for a child. The first threshold is
a level for a child to reach to avoid the negative consequences of bilingualism. The second threshold is a
level required to experience the possible positive benefits of bilingualism.
On the bottom floor It will be those whose current competence in both their languages is
insufficiently or relatively inadequately developed, especially compared with
their age group. When there is a low level of competence in both languages,
there may be negative or detrimental cognitive effects. For example, a child
who is unable to cope in the classroom in either language may suffer when
processing information.
At the middle level It will be those with age-appropriate competence in one of their languages
but not in both. For example, children who can operate in the classroom in
one of their languages but not in their second language may reside in this
second level. At this level, a partly-bilingual child will be little different in
cognition from the monolingual child and is unlikely to have any significant
positive or negative cognitive differences compared with a monolingual.
At the top There resides children who approximate ‘balanced’ bilinguals. At this level,
children will have age-appropriate competence in two or more languages.
For example, they can cope with curriculum material in either of their
languages. It is at this level that the positive cognitive advantages of
bilingualism may appear.
A child’s language-cognitive abilities need to be sufficiently well developed to cope with the curriculum
processes of the classroom. This underlying ability could be developed in the first or the second
language, but also in both languages simultaneously.
Curriculum tasks should have:
 What the task requires of the child; the cognitive demands inherent in the task (as found by an
individual child); the ‘entry skills’ that a task necessitates. This is illustrated in the table.
 Form of presentation to the child (degree of context embeddedness or context reduction); what
form of presentation will be meaningful to the child; use of visual aids, demonstration,
modeling, computers, oral and written instructions; amount of teacher assistance.
 The child’s language proficiencies. the child’s previous cultural and educational experience and
knowledge, individual learning style and learning strategies; expectations and attitudes,
confidence and initiative; the child’s familiarity with the type of task.
 what is acceptable as evidence that learning has successfully occurred; what constitutes mastery
or a sufficient approximation; an appropriate form of ‘formative’ and ‘summative’ assessment
may be gestural, action (e.g. building a model), drawing, oral or written.
Conclusion
 Depending on language development in both languages, the cognitive functioning of an

individual can be viewed as integrated, with easy transfer of concepts and knowledge between
languages.
 Understanding and thinking will be affected by the contextual support that exists and the
degree of cognitive demands in a task. Successful cognitive operations in the classroom will
depend on matching curriculum tasks with language competences.
 Sensitivity to the need for contextual support and the cognitive demands of a classroom are
important if an individual is to maximize learning in the curriculum.

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Cognitive Theories of Bilingualism and the Curriculum

Structure of the article

1. A discussion of explanations by firstly considering a ‘naive’ theory of language and cognitive

Evidence that makes the two language balloons false.

Common Underlying Proficiency model

Curriculum tasks should have:

 Depending on language development in both languages, the cognitive functioning of an

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