Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future

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Andrew D. Cohen


This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.


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Author Biography

Andrew D. Cohen, Professor Emeritus, University of Minnesota

adcohen@umn.eduAndrew D. Cohen, Professor Emeritus from the University of Minnesota, USA also taught at UCLA, USA and at the Hebrew University of Jerusalem, Istrael. He is coeditor of Language Learning Strategies (2007, OUP), author of Strategies in Learning and Using a Second Language (2011, Routledge), and coauthor of Teaching and Learning Pragmatics: Where Language and Culture Meet (2014, Routledge). He is also author of articles and book chapters on research methods, language assessment, bilingual education, language learner strategies, and pragmatics. Most recently he has written a guide for language learners to improve their experience in dual language programs, with a companion guide for their teachers.


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