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Sajavaara (1978) adds to the Monitor and Acculturation Models by
concluding that "Acquisition will take place if language is used for
meaningful communication, the socioaffective filter is lowered, and
there is enough input in context which is communicatively meaningful
for the learner" (p. 67). The focus must be on the message instead of
the form.
In second language research of students learning a marked
language, one considered to have less social value (Fishman, 1976),
Edelsky and Hudelson (1980) find that the political position of the
second language is a more important influence than the amount of daily
or weekly exposure or the length of time spent in study. Even though
the markedness of a language is a sociopolitical factor which originates
1 outside the school, it is a powerful force which must be recognized
before it can be dealt with effectively. The political factor can
account for policy development and implementation, curriculum organi
zation, classroom structure, and the allocation and utilization of
staff and resources within the instructional program (Burns, 1981-82;
Shuy, 1981).
In his synthesis of research on bilingual education, Troike (1981)
finds that the use of two languages, the home language as well as
English, fosters greater cognitive gains as well as greater acquisition
of English skills than English-only instruction. Breaking down cultural
barriers which often exist between the home and the school and providing
an educational environment which accepts the child and shows respect
for his or her culture and language are the important factors which
increase language proficiency and academic achievement. Cummins' (1981)
work agrees with that of Troike. Cummins states,