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Paying Attention to Attention Allocation in Second-Language Learning: Some Insights into the Nature of Linguistic Thresholds
Bilingual Review / La Revista Bilingüe
Vol. 22, No. 1 (January-April 1997), pp. 31-48
Published by: Bilingual Press / Editorial Bilingüe
Stable URL: http://www.jstor.org/stable/25745368
Page Count: 18
You can always find the topics here!Topics: Second language learning, Information processing, Language, Visual processing, Bilingual education, Visual learning, Bilingual students, Learning, Brain, Visual system
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The threshold hypotheses proposed by Cummins (1976) and Díaz (1985) as explanations of data on the cognitive consequences of bilingualism are examined in depth and compared to one another. A neuroscientifically updated information processing perspective on the interaction of second-language comprehension and visual processing ability is developed and contrasted with the two threshold hypotheses. The interaction of attention in the learning process is highlighted. It is discovered that Díaz's hypothesis is much more in keeping with the information processing perspective than Cummins's, and it is suggested that what may be being measured under the auspices of "cognitive" ability for students immersed in learning a second language is visual processing ability. The nature of linguistic thresholds is also probed. It is concluded that the position of the threshold is determined by how the threshold is defined, as well as by sociological and group- or individual-specific characteristics.
Bilingual Review / La Revista Bilingüe © 1997 Bilingual Press / Editorial Bilingüe