Bilingual processing strategies in a university level immersion program

Andrew D. Cohen, Kirk Allison


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.


English Language; English


Copyright (c) 1998 Andrew D. Cohen, Kirk Allison

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