You learned about two major second-language acquisition theories and hypotheses: Time on Task Theory and Linguistic Interdependence Hypothesis.  Take a moment to review them before moving on, since they will help you understand the rationale behind existing bilingual instructional approaches.

Time on Task Theory

Recall that Time-on-Task Theory, proposed by Christine Rossell and Keith Baker (1996), basically states that the more a child is exposed to one language, the more proficiency that child will be able to develop in that language.

Linguistic Interdependence Hypothesis

The Linguistic Interdependence Hypothesis was proposed in 1981 by Jim Cummins, who stated that language development is composed of a set of underlying cognitive and academic processes that are universal across languages, such as story comprehension. Therefore, these underlying processes facilitate the transfer of academic and school-related knowledge from one language to another.

Recall that Jeff McSwan and Kellie Rolstad proposed Transfer Theory, an alternative to Linguistic Interdependence Hypothesis, in 2005. It states that language learning is discrete, and that conceptual knowledge is accessed through any language.

Reflect

Each second language acquisition theory/hypothesis encourages a certain type of program model or instructional approach. Think about your own experience. Which second language acquisition theory or hypothesis might explain or influence the kind of instructional approach you use?

references

Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework. Office of Bilingual Bicultural Education, California State Department of Education.

MacSwan, J., & Rolstad, K. (2005). Modularity and the facilitation effect: Psychological mechanisms of transfer in bilingual students. Hispanic Journal of the Behavioral Sciences, 27(2), 224–243.

MacSwan, J., Thompson, M. S., Rolstad, K., McAlister, K., & Lobo, G. (2017). Three theories of the effects of language education programs: An empirical evaluation of bilingual and English-only policies. Annual Review of Applied Linguistics, 37, 218-240.

Rossell, C. H., & Baker, K. (1996). The educational effectiveness of bilingual education. Research in the Teaching of English, 30(1), 7–74.