Bilingual competence and students' achievement in Physics and Mathematics

被引：10
|
作者：
Farrell, Martin Peter [1 ]
机构：
[1] GF Abela Jr Coll, Dept Phys, Msida, Malta
来源：
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM | 2011年 / 14卷 / 03期
关键词：
bilingual education; balanced bilingualism; threshold hypothesis; academic achievement; INTELLIGENCE;
D O I：
10.1080/13670050.2010.516817
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
It has long been suggested that, in a bilingual setting, the proficiencies achieved in the first (L1) and second (L2) language may have a bearing on a subject's cognitive and, consequently, academic functioning. The study is set in Malta, a country in which Maltese (L1) and English (L2) are learnt simultaneously at school from age 5. It investigates the performance of 1262 students (aged 13) in examinations of Physics and Mathematics against their respective performance in English and Maltese. The results seem to support the 'threshold hypothesis', first proposed by Jim Cummins, in that students who were highly proficient in both languages best performed in their respective Physics and Mathematics examinations.
引用
收藏
页码：335 / 345
页数：11
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