Cognitive Development and Learning in Mildly Handicapped Bilingual Children.

Abstract

The theoretical background and empirical studies concerned with the relationshir between language and cognition in bilingual children and in bilingua2 mildly retarded children are examined. It is suggested that the effects of bilingualism are not necessarily detrimental to mildly handicappe children. Cognitive and interactional factors in the acquisition of literacy are discussed in the context of previous research and of observations of an ongoing investigation in a self-contained classroom composed of bilingual mildly handicapped children (grades 4-6). Here the instructional approach emphasizes the acquisition of writing skills through interaction in meaningful learning activities (journal writing). A reconceptualization of the teaching/learning process as a mutually constructed, interactive activity is advocated as holding much promise in the development of effective instructional options for bilingual handicapped students. (JW) *********************************************************************** * Reproductions ;uupplied by EDRS are the best that can be made * * from the original document. * ***********************************************************************

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