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proficiency and second language proficiency) on a broader framework
than had previously been theorized. Cummins et al. (in press) view the
interactional style which bilinguals display as interdependent, but
mediated by what they term as "personality attributes" of the in
dividual. What was not considered in this research was the mediating
affect of culture or cultural expectations for language acquisition.
Cummins et al. (in press) find that first language proficiency is
related to second language acquisition in a variety of ways. Of
interest here is the finding that what children bring to the language
learning situation is more important than their actual experiences
in learning the language. Interactional style, relating information
and responding to questions, is interdependent across languages. First
language cognitive/academic maturity (Cummins' CALP) greatly influences
the speed with which cognitive/academic skills are acquired in the
second.
Summary of Important Findings in Ethnography and Sociolinguistics in
Second Language Acquisition
Bilingual education in the U.S. during the past 2 decades is the
result of the Civil Rights movement and other supporting actions by
minorities seeking equal educational opportunities. These groups have
not been as successful as the majority group in the U.S., in part,
because of differences in language and culture.
Culture has come to be identified with two separate concepts:
shared ways of knowing or behaving that are acceptable by the cultural
group (Goodenough, 1964; Hansen, 1979; Herskovits, 1964) and the identifi
cation of cultural artifacts as symbols of culture (Guthrie & Hall, 1981)