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There is now solid evidence from a large group of international researchers that children who relocate during their school years with skills in speaking, reading, and writing in their first language will readily transfer their academic knowledge to their second language. Professor Jim Cummins at the University of Toronto has researched this subject for the last thirty years. He came up with the well-supported Linguistic Interdependence Hypothesis, which states that if there is adequate learning in the first language, including reading skills, it will readily transfer to the second language, given sufficient exposure and motivation. (3) Many researchers agree with this view, which promotes building on childrens existing skills to help them learn new information. The knowledge that children have acquired in the first language should not be underestimated or dismissed. Total English immersion in the classroom might make sense on a superficial level, but it doesnt allow children to use all of their linguistic and cognitive resources, and it doesnt allow them to be whole. Consider this: A monolingual child arrives in school at age five with a certain fluency in his native language and then spends the next thirteen years expanding on his verbal and literacy skills. Why should we expect a new student, who has to absorb the impact of an international relocation, in all its complexities, to master a second language in a year or two? The research indicates that with the right teaching environment and parental involvement, children need, instead, five to seven years to reach a level of academic proficiency.
WHAT IT MEANS
Being bilingual can make you smarter.