This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Landry, R. Articles by Deveau, K. Social Bookmarking                         What's this?

Self-determination and bilingualism

Canadian Institute for Research on Linguistic Minorities, New Brunswick, Canada, rodrigue.landry{at}umoncton.ca

Réal Allard

Centre de recherche et de développement en education, Université de Moncton, Canada, real.allard{at}umoncton.ca

Kenneth Deveau

Université Sainte-Anne, Nova Scotia, Canada, Kenneth.Deveau{at}usainteanne.ca

This article focuses on additive bilingualism for minority group children, more specifically the development of strong literacy skills in English and in the children's language. The personal autonomization language learning (PALL) model is presented. It specifies eight testable hypotheses. Self-determination theory (SDT) is central in the PALL model. It is argued that autonomy support in both languages is related to basic needs satisfaction (autonomy, competence, relatedness: ACR) which is in turn related to internally regulated motivation for learning the language. Owing to the strong social attraction of English, the model proposes that favouring the learning of the minority language and basic needs satisfaction in that language foster additive bilingualism because of the strong interlinguistic transfer of minority language competencies and of an internal motivational orientation. Self-determination to learn the minority language and minority literacy skills seems to transfer across languages. Research results support the model; these are summarized and educational implications are discussed.

Key Words: additive bilingualism • biliteracy • language motivation • minority education • self-determination theory

References

• Allard, R., Landry, R. and Deveau K. (2005) `Conscientisation ethnolangagière et comportement langagier en milieu minoritaire', Francophonies d'Amérique 20: 95-110.
• Baker, C. (2006) Foundations of Bilingual Education and Bilingualism (4th edition). Clevedon: Multilingual Matters.
• Bourhis, R.Y. and Marshall ( 1999) `The United States and Canada', in J. Fishman (ed.), Handbook of Language and Ethnic Identity, pp. 244-64. Oxford: Oxford University Press.
• Cummins, J. (1979) `Linguistic interdependence and the educational development of bilingual children', Review of Educational Research 49: 222-51.[Abstract/Free Full Text]
• Cummins, J. (1981) `The role of primary language development in promoting educational success for language minority students', in Schooling and Language Minority Students: A Theoretical Framework, pp. 3-49. Los Angeles, CA: California State Department of Education.
• Cummins, J. (1999) `Alternative paradigms in bilingual education research: Does theory have a place?', Educational Researcher 28(7): 26-32.[Abstract/Free Full Text]
• Cummins, J. (2000) Language, Power and Pedagogy. Clevedon: Multilingual Matters.
• Deci, E.L. and Ryan, R. (2002) Handbook of Self-determination Research. Rochester, NY: University of Rochester Press.
• Deveau, K., Landry, R. and Allard, R. (2006) `Motivation langagière des élèves acadiens', in A. Magord (ed.), Innovation et adaptation: expériences acadiennes contemporaines, pp. 125-39. Brussels, Peter Lang.
• Fishman, J.A. (1967) `Bilingualism with and without diglossia, diglossia with and without bilingualism', Journal of Social Issues 23(2): 29-38.
• Ferrer, C. and Allard, R. (2002) `La pédagogie de la conscientisation et de l'engagement: pour une éducation à la citoyenneté démocratique dans une perspective planétaire', Éducation et francophonie, 30(2). Part 1 available at: http://www.acelf.ca/revue/30-2/articles/04-ferrer-1.html and part 2 available at: http://www.acelf.ca/revue/30-2/articles/04-ferrer-2.html
• Freire, P. (1970) Pedagogy of the Oppressed. New York: Continuum.
• Genesee. F. (1998) `French immersion in Canada', in J. Edwards (ed.), Language in Canada, pp. 305-26. Cambridge: Cambridge University Press.
• Giles, H., Bourhis, R.Y. and Taylor, D.M. (1977) `Towards a theory of language in ethnic group relations', in H. Giles (ed.), Language, Ethnicity and Intergroup Relations, pp. 307-48. New York: Academic Press.
• Hamers, J.F. and Blanc, M.H.A. (2000) Bilinguality and Bilingualism (2nd edition) Cambridge: Cambridge University Press.
• Lambert, W.E. (1975) `Culture and language as factors in learning and education', in A. Wolfgang (ed.), Education of Immigrant Students, pp. 55-83. Toronto: Ontario Institute for Studies in Education.
• Landry, R. and Allard, R. (1993) `Beyond socially naive bilingual education: the effects of schooling and ethnolinguistic vitality of the community on additive and subtractive bilingualism', Annual Conference Journal (NABE '90-'91): 1-30.
• Landry, R., Allard, R. and Deveau, K. (2007a) `A macroscopic intergroup approach to the study of ethnolinguistic development', International Journal of the Sociology of Language 185: 225-53.
• Landry, R., Allard, R. and Deveau, K. (2007b) `Bilingual schooling of the Canadian Francophone minority: a cultural autonomy model', International Journal of the Sociology of Language,185: 133-62.
• Landry, R., Allard, R. and Deveau, K. (2007c) `Self-determination theory and bilingual development'. Paper presented at the 3rd International Conference on Self-Determination, University of Toronto, Toronto, Ontario.
• Noels, K.A. (2005) `Orientations to learning German: heritage background and motivational processes', Canadian Modern Language Review 62: 285-312.
• Noels, K.A., Pelletier, L.G., Clément, R. and Vallerand, R.J. (2000) `Why are you learning a second language? Motivational orientations and self-determination theory', Language Learning 50: 57-85.[CrossRef]
• Ryan, R. and Deci, E. (2000) `Self-determination theory and the facilitation of intrinsic motivation, social development and well-being', American Psychologist, 55(1): 68-78.[CrossRef][Medline] [Order article via Infotrieve]
• Vallerand, R.J. and Ratelle, C.F. (2002) `Intrinsic and extrinsic motivation: A hierarchical model', in E. Deci and R. Ryan (eds), Handbook of Self-Determination Research, pp. 37-63. Rochester, NY: University of Rochester Press.

Theory and Research in Education, Vol. 7, No. 2, 203-213 (2009)
DOI: 10.1177/1477878509104325


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Landry, R. Articles by Deveau, K. Social Bookmarking                         What's this?