What's Simple in Simplified Language?.
Kenneth S. Goodman, David E. Freeman · 1993
Traditional methods of both first and second language teaching have commonly relied on simplification, restricting the range of language forms and functions to be learned and then practicing those forms to achieve mastery. These methods, however, fail to consider seriously the questions of how language develops in natural contexts, what language proficiency consists of, and whether simplification facilities proficiency. Jim Cummins (1981, 1989) has argued that two variables, context and cognitive demand, may be used to describe various kinds of language proficiency. He distinguishes between conversational proficiency, which is context-embedded and cognitively-undemanding language, and academic proficiency, which involves context-reduced and cognitively-demanding language. His research has shown that it takes immigrant students about 2 years to develop conversational proficiency in a new language, but 5 to 7 years to achieve academic proficiency. From this view of the development of language and the nature of language proficiency, attempts at simplification make learning more difficult. (MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** WHAT'S SIMPLE IN SIMPLIFIED LANGUAGE? Kenneth S Goodman and David Freeman PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOIJRCES INFORMATION CENTEF, EPX US DEPARTMENT OF EDUCATION Office of Educafional Resea/ch and .rndlovenlenl EDUCATIONAL RESOURCES INFORMATION CENTER tERICT I1/4 Tens document has been reprOduced aS crewed hom the person 0 , Organdli aon oddiating d 12 Mutof cnanges have been made to ,ncnove ,eoroducfion quality Points of view or oosmons slated ,n I hs doCu ment c10 001 neressardv ,epresent otfic,a1 OE RI pos.fion or poficy