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008			171012b xxu||||| |||| 00| 0 eng d
020			_a9780905028958 (pbk)
040			_cJCRC
100			_aBaker, Colin _d1949-
245			_aKey Issues in Bilingualism and Bilingual Education / _cColin Baker.
250			_a1st ed.
260			_aPhiladelphia, PA : _bMultilingual Matters, _c1988.
300			_ax, 222 p. : _bill. ; _c22 cm.
440			_aMultilingual matters
500			_aVolume 35 in the Multilingual Matters series.
504			_aIncludes bibliographical references and indexes.
505			_aIntroduction
505			_a1. Bilingualism and Intelligence _tIntroduction -- The controversies -- Summary -- Research findings -- Summary and conclusions
505			_a2. Bilingualism and cognitive functioning _tIntroduction -- Divergent and creative thinking -- Bilingualism and divergent thinking -- Bilingualism and an analytic orientation to language -- Piaget and bilingualism -- Communicative sensitivity -- The cognitive style of field dependence-independence and bilingualism -- Explanations of findings -- Critique -- Conclusion
505			_a3. Bilingual Education in Britain and Ireland _tIntroduction -- Types of bilingual education -- Bilingual education and Ireland -- Bilingual education in Scotland -- Bilingual education in England -- Bilingual education in Wales -- Conclusions on Celtic and English bilingual education
505			_a4. Bilingual Education: The Judgment of North American Research _tIntroduction -- United States of America -- Canada -- Conclusions
505			_a5. Attitudes and Bilingualism _tIntroduction -- Attitude theory -- Attitude measurement -- Attitude to Welsh: Decline with age -- Attitude to Gaelic and Irish: Public support and personal skepticism -- Attitude change -- Final conclusions
505			_a6. Bilingualism and Motivation _tIntroduction -- The definition of terms -- The measurement of motivation -- An overview of bilingualism and motivation -- Integrative and instrumental motivation -- Research in Wales on bilingualism and motivation -- Conclusions
505			_a7. Theory into Practice _tIntroduction -- The balance theory -- Think Tank model -- The Thresholds Theory -- The evolution of a theory concerning the language proficiency of bilinguals -- Two attitude/motivation models -- C.B. Paulston's bilingual education theories -- Spolsky's bilingual education evaluation model -- The input-output-context-process bilingual education model -- Cummins' theoretical framework for minority student intervention and empowerment -- Conclusion
520			_a"The book looks at world-wide evidence on three issues that concern all those interested in bilingualism and bilingual education. The first issue is whether speaking two languages affects thinking skills. This is examined in terms of the relationship between bilingualism and intelligence, and also in terms of a wide variety of international researches on bilingualism and cognitive development. A critical examination of the researchers on this first issue highlights the many weaknesses and limitations of such research. However, with expressed reservations, the evidence indicates that bilingualism has positive consequences for thinking skills and cognitive development.
520			_aThe second issue examined is whether children suffer or benefit from education which uses two languages. Traditions, recent developments and research on bilingual education from the USA, Canada, Wales, Ireland, England and Scotland are portrayed and discussed. The conditions of success for bilingual education, the relative merits of different types of bilingual schooling and a critical evaluation of the North American, British and Irish research are each considered.
520			_aThe third issue of the book concerns the role of attitude and motivation in bilingualism. An individual's attitudes and motivation to becoming and remaining bilingual, or to allowing bilingualism to decline, is shown to be crucial. Discussion of this third issue suggests key psychological factors in the status and destiny of languages.
520			_aThe book concludes by integrating the three issues. A wide variety of theories of bilingual development at a personal, social and educational level are explored. This provides the basis for a summary of the present state of our understanding about bilingualism and bilingual education." (Book Cover)
650			_aBilingualism.
650			_aEducation _xBilingual.
650			_aBilingual Education.
650			_aMethodology.
650			_aMotivation.
650			_aAttitude.
650			_aTheories in bilingual education.
650			_aModels in bilingual education.
760			_bMultilingual Matters
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991035024379705161 _zCheck the uOttawa Library catalog.
942			_2z _cBK