Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-04T21:10:33.636Z Has data issue: false hasContentIssue false

Additive trilingualism: Evidence from the Basque Country

Published online by Cambridge University Press:  28 November 2008

Jasone Cenoz*
Affiliation:
University of the Basque Country
Jose F. Valencia
Affiliation:
University of the Basque Country
*
Dr. Jasone Cenoz, Ingles eta Alemaniar Filologi Saila, Filologia eta Geografi-Historia Fakultatea, Euskal Herriko Unibertsitatea, Marques de Urquijo s/n Apt. 2111, 01006 Vitoria-Gasteiz, Spain

Abstract

This research examines the influence of bilingualism on third language learning in a bilingual community, the Basque Country. The English-language achievement of students instructed through the majority (Spanish) and the minority (Basque) languages in the Basque Country was measured. In addition, other cognitive, sociostructural, social psychological, and educational variables were also included in the study. Several sets of regression analyses were carried out to analyze the role of bilingual education. The results indicated that bilingualism and several other variables (intelligence, motivation, age, and exposure) were good predictors of English-language achievement. This research suggests, then, that immersion in the minority language for Spanish-speaking students and school reinforcement of the native language for Basque-speaking students have positive linguistic outcomes.

Type
Articles
Copyright
Copyright © Cambridge University Press 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Adiv, E. (1984). An example of double immersion. Language and Society, 12, 3032.Google Scholar
Aierbe, P., Arregi, P., Etxeberria, Balerdi F., & Etxeberria, Sagastume F. (1989). Urretxu-Legazpi-Zumarraga eskoletako euskararen egoera. Donostia: Kilometroak 85.Google Scholar
Aierbe, P., Etxezarreta, J., & Satrustegi, L. M. (1974). Ikastoletako aurren jakite mailaren azterketa konparatiboa. Zeruko Argia, 603, 1.Google Scholar
Artigal, J. M. (1993). Catalan and Basque immersion programmes. In Beardsmore, H. Baetens (Ed.), European models of bilingual education (pp. 3053). Clevedon: Multilingual Matters.Google Scholar
Bain, B. (1975). Toward an integration of Piaget and Vygotsky: Bilingual considerations. Linguistics, 16, 520.Google Scholar
Bain, B., & Yu, A. (1978). Toward an integration of Piaget and Vygotsky: A crosscultural replication concerning cognitive consequences of bilinguality. In Paradis, M. (Ed.), Aspects of bilingualism (pp. 113126). Columbia, SC: Hornbeam.Google Scholar
Baker, C. (1993). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters.Google Scholar
Balkan, L. (1979). Los efectos del bilingüismo en las aptitudes intelectuales. Madrid: Marova.Google Scholar
Ben-Zeev, S. (1977). Mechanisms by which childhood bilingualism affects understanding of language and cognitive structures. In Hornby, P. A. (Ed.), Bilingualism: Psychological, social and educational implications. New York: Academic.Google Scholar
Bialystok, E. (1987). Words as things: Development of word concept by bilingual children. Studies in second language learning, 9, 133140.Google Scholar
Bialystok, E. (1990). Communication strategies. Oxford: Blackwell.Google Scholar
Burstall, C. (1978). Factors affecting foreign language learning: A consideration of some recent research findings. In Kinsella, V. (Ed.), Language teaching and linguistics: Surveys (pp. 121). Cambridge: Cambridge University Press.Google Scholar
Cummins, J. (1976). The influence of bilingualism on cognitive growth: a synthesis of research findings and explanatory hypotheses. Working Papers on Bilingualism, 9, 143.Google Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222251.CrossRefGoogle Scholar
Cummins, J. (1981). Age of arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 2, 132149.CrossRefGoogle Scholar
Cummins, J. (1988). Research and theory in bilingual education: The Basque situation in international perspective. II Euskal Mundu Biltzarra. Gasteiz: Eusko Jaurlaritza.Google Scholar
Cummins, J. (1989). Foreword. In Olaziregi, I. & Sierra, J., E.I.F.E. 2 Euskararen irakaskuntza: Faktoreen eragina. Gasteiz: Eusko Jaurlaritza.Google Scholar
Galambos, S. J., & Hakuta, K. (1988). Subject-specific and task-specific characteristics of metalinguistic awareness in bilingual children. Applied Psycholinguistics, 9, 141162.CrossRefGoogle Scholar
Gardner, R. C. (1985). Social psychology and second language learning. London: Arnold.Google Scholar
Genesee, F. (1987). Learning through two languages. Cambridge: Newbury.Google Scholar
Genesee, F. (1992). Second/foreign language immersion and at-risk English-speaking children. Foreign Language Annals, 25(3), 199213.CrossRefGoogle Scholar
Genesee, F., Holobow, N., Lambert, W. E., & Chartrand, L. (1989). Three elementary school alternatives for learning through a second language. Modern Language Journal, 73, 250263.CrossRefGoogle Scholar
Genesee, F., Lambert, W. E., & Tucker, G. R. (1978). An experiment in trilingual education: Report 4. Language Learning, 28(2), 343365.CrossRefGoogle Scholar
Genesee, F., Sheiner, E., Tucker, G. R., & Lambert, W. E. (1976). An experiment in trilingual education: Report 1. Canadian Modern Language Review, 32, 115128.CrossRefGoogle Scholar
Genesee, F., Tucker, G. R., & Lambert, W. E. (1975). Communication skills of bilingual children. Child Development, 46, 10101014.CrossRefGoogle Scholar
Giles, H., Bourhis, R. Y., & Taylor, D. M. (1977). Towards a theory of language in ethnic group relations. In Giles, H. (Ed.), Language, ethnicity and intergroup relations (pp. 307348). New York: Academic.Google Scholar
Giles, H., & Coupland, N. (1991). Language: Contexts and consequences. Buckingham: Open University.Google Scholar
Holobow, N. E., Genesee, F., & Lambert, W. (1991). The effectiveness of a foreign language immersion for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179198.CrossRefGoogle Scholar
Ianco-Worrall, A. D. (1972). Bilingualism and cognitive development. Child Development, 43, 13901400.CrossRefGoogle Scholar
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition. Newbury: Rowley.Google Scholar
Lambert, W. E. (1981). Bilingualism and language acquisition. In Winitz, J. (Ed.), Native language and foreign language acquisition (pp. 922). New York: The New York Academy of Sciences.Google Scholar
Lemmon, C., & Goggin, J. (1989). The measurement of bilingualism and its relationship to cognitive ability. Applied Psycholinguistics, 10, 133155.CrossRefGoogle Scholar
Nation, R., & McLaughlin, B. (1986). Novices and experts: An information processing approach to the “good language learner” problem. Applied Psycholinguistics, 7, 4156.CrossRefGoogle Scholar
Olaziregi, & Sierra, (1989). E.I.F.E. 2 Euskararen irakaskuntza: Faktoreen eragina. Gasteiz: Eusko Jaurlaritza.Google Scholar
Olaziregi, & Sierra, (1990). E.I.F.E. 3 Euskararen irakaskuntza: Faktoreen eragina. Gasteiz: Eusko Jaurlaritza.Google Scholar
Otis, A. S., & Lennon, R. T. (1967). Otis-Lennon Mental Ability Test. New York: Harcourt, Brace & World.Google Scholar
Peal, E., & Lambert, W. E. (1962). The relation of bilingualism to intelligence. Psychological Monographs, 76, 123.CrossRefGoogle Scholar
Ringbom, H. (1985). Foreign language learning and bilingualism. Turku: Abo Akademi.Google Scholar
Ros, M., Cano, J. I., & Huici, C. (1987). Language and intergroup perception in Spain. Journal of Language and Social Psychology, 6(3–4), 243259.CrossRefGoogle Scholar
Saif, P. S., & Sheldon, M. E. (1969). An investigation of the experimental French programme at Bedford Park and Allenby public schools. Toronto: Toronto Board of Education.Google Scholar
Sierra, J., & Olaziregi, J.HINE: Hizkuntza idatziaren neurketa eskolan. (1991). Gasteiz: Eusko Jaurlaritza.Google Scholar
Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201217.CrossRefGoogle Scholar
Swain, M., & Lapkin, S. (1982). Evaluating bilingual education: A Canadian case study. Clevedon: Multilingual Matters.Google Scholar
Swain, M., Lapkin, S., Rowen, N., & Hart, D. (1990). The role of mother tongue literacy in third language learning. Language, Culture and Curriculum, 3, 1.Google Scholar
Thomas, J. (1988). The role played by metalinguistic awareness in second and third language learning. Journal of Multilingual and Multicultural Development, 9, 235247.CrossRefGoogle Scholar
Wagner, D. A., Spratt, J. E., & Ezzaki, A. (1989). Does learning to read in a second language always put the child at a disadvantage? Some counterevidence from Morocco. Applied Psycholinguistics, 10, 3148.CrossRefGoogle Scholar