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Bilingual Competence and Bilingual Proficiency in Child Development$
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Norbert Francis

Print publication date: 2011

Print ISBN-13: 9780262016391

Published to MIT Press Scholarship Online: August 2013

DOI: 10.7551/mitpress/9780262016391.001.0001

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Componential Approaches to the Study of Language Proficiency

Componential Approaches to the Study of Language Proficiency

Chapter:
(p.79) 4 Componential Approaches to the Study of Language Proficiency
Source:
Bilingual Competence and Bilingual Proficiency in Child Development
Author(s):

Norbert Francis

Publisher:
The MIT Press
DOI:10.7551/mitpress/9780262016391.003.0004

This chapter examines the relationship among the components of language ability in school: language proficiency relating to literacy learning and other language skills essential for academic achievement. It considers two dimensions of this academic language ability: secondary discourse ability and the set of abilities associated with metalinguistic awareness. It also looks at certain historical antecedents to the idea of modularity and applies the modular approach to Cummins’s Common Underlying Proficiency model. After outlining other applications of the modular approach to the study of bilingualism, the chapter summarizes the results of research on the Nahuatl-speaking community in Mexico. In addition, it discusses the work of Lev Vygotsky and A. R. Luria regarding “inner speech” before concluding with an analysis of metacognition.

Keywords:   language ability, language proficiency, modularity, Common Underlying Proficiency model, Mexico, bilingualism, metacognition, Lev Vygotsky, A. R. Luria, inner speech

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