Bilingual processing strategies in a university level immersion program
Autor(a) principal: | |
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Data de Publicação: | 1998 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ilha do Desterro |
Texto Completo: | https://periodicos.ufsc.br/index.php/desterro/article/view/8282 |
Resumo: | It is likely that for some people, if not many, the use of one language or another for thinking while performing language tasks is not viewed by them as a matter of strategy selection or of strategizing. Rather, it is seen as a given. The fact is that for bilinguals and multilinguals — especially for those with at least minimal control of a second or third language, there is an element of choice involved in arriving at the language(s) used to perform cognitive operations (Cook, 1994; Cohen, 1995). Furthermore, the very choice of language of thought may have significant implications for ultimate success at learning and using the target language in a given situation. Methods of second language teaching and learning are often predicated on the principle that learners need to think as much as possible in a language that they wish to learn. The intuitively-based assumption has been that the more thinking through the target language the better. |
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Bilingual processing strategies in a university level immersion programBilingual processing strategies in a university level immersion programIt is likely that for some people, if not many, the use of one language or another for thinking while performing language tasks is not viewed by them as a matter of strategy selection or of strategizing. Rather, it is seen as a given. The fact is that for bilinguals and multilinguals — especially for those with at least minimal control of a second or third language, there is an element of choice involved in arriving at the language(s) used to perform cognitive operations (Cook, 1994; Cohen, 1995). Furthermore, the very choice of language of thought may have significant implications for ultimate success at learning and using the target language in a given situation. Methods of second language teaching and learning are often predicated on the principle that learners need to think as much as possible in a language that they wish to learn. The intuitively-based assumption has been that the more thinking through the target language the better.It is likely that for some people, if not many, the use of one language or another for thinking while performing language tasks is not viewed by them as a matter of strategy selection or of strategizing. Rather, it is seen as a given. The fact is that for bilinguals and multilinguals — especially for those with at least minimal control of a second or third language, there is an element of choice involved in arriving at the language(s) used to perform cognitive operations (Cook, 1994; Cohen, 1995). Furthermore, the very choice of language of thought may have significant implications for ultimate success at learning and using the target language in a given situation. Methods of second language teaching and learning are often predicated on the principle that learners need to think as much as possible in a language that they wish to learn. The intuitively-based assumption has been that the more thinking through the target language the better.UFSC1998-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/desterro/article/view/8282Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; No. 35 (1998); 185-199Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; n. 35 (1998); 185-1992175-80260101-4846reponame:Ilha do Desterroinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/desterro/article/view/8282/7633Copyright (c) 1998 Andrew D. Cohen, Kirk Allisonhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCohen, Andrew D.Allison, Kirk2022-12-07T11:09:34Zoai:periodicos.ufsc.br:article/8282Revistahttp://www.periodicos.ufsc.br/index.php/desterroPUBhttps://periodicos.ufsc.br/index.php/desterro/oaiilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com2175-80260101-4846opendoar:2022-12-07T11:09:34Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Bilingual processing strategies in a university level immersion program Bilingual processing strategies in a university level immersion program |
title |
Bilingual processing strategies in a university level immersion program |
spellingShingle |
Bilingual processing strategies in a university level immersion program Cohen, Andrew D. |
title_short |
Bilingual processing strategies in a university level immersion program |
title_full |
Bilingual processing strategies in a university level immersion program |
title_fullStr |
Bilingual processing strategies in a university level immersion program |
title_full_unstemmed |
Bilingual processing strategies in a university level immersion program |
title_sort |
Bilingual processing strategies in a university level immersion program |
author |
Cohen, Andrew D. |
author_facet |
Cohen, Andrew D. Allison, Kirk |
author_role |
author |
author2 |
Allison, Kirk |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cohen, Andrew D. Allison, Kirk |
description |
It is likely that for some people, if not many, the use of one language or another for thinking while performing language tasks is not viewed by them as a matter of strategy selection or of strategizing. Rather, it is seen as a given. The fact is that for bilinguals and multilinguals — especially for those with at least minimal control of a second or third language, there is an element of choice involved in arriving at the language(s) used to perform cognitive operations (Cook, 1994; Cohen, 1995). Furthermore, the very choice of language of thought may have significant implications for ultimate success at learning and using the target language in a given situation. Methods of second language teaching and learning are often predicated on the principle that learners need to think as much as possible in a language that they wish to learn. The intuitively-based assumption has been that the more thinking through the target language the better. |
publishDate |
1998 |
dc.date.none.fl_str_mv |
1998-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/desterro/article/view/8282 |
url |
https://periodicos.ufsc.br/index.php/desterro/article/view/8282 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/desterro/article/view/8282/7633 |
dc.rights.driver.fl_str_mv |
Copyright (c) 1998 Andrew D. Cohen, Kirk Allison http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 1998 Andrew D. Cohen, Kirk Allison http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFSC |
publisher.none.fl_str_mv |
UFSC |
dc.source.none.fl_str_mv |
Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; No. 35 (1998); 185-199 Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; n. 35 (1998); 185-199 2175-8026 0101-4846 reponame:Ilha do Desterro instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Ilha do Desterro |
collection |
Ilha do Desterro |
repository.name.fl_str_mv |
Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
ilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com |
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