This study explores how English-Korean bilingual students in the U.S. feel linguistic difficulties in word problems in English and Korean. The author uses Cummins’ theory (1981) that bilingual children can be classified into three types: Semilingualism, dominant bilingualism, and additive bilingualism (see below), and analyzes the performances of bilingual children in each type. He concludes that the bilingual children show various difficulties in given word problems based on their bilingual type and written language. Teachers need to pay attention when teaching the students who are in the semilingualism stage, the dominant bilingualism stage, or the transition stage.
- Semilingualism: lower language proficiency in both languages
- Dominant bilingualism: one of the two languages is the higher language proficiency
- Additive bilingualism: both languages are the higher language proficiency
His study is very similar to my research interest. I agree with the idea that there are various types of challenges in solving word problems for bilingual students (especially for language learners). It should depend on the student’s language proficiency and written language in given word problems. However, the participants in his study and his clarification are ambiguous to support his idea. Firstly, the children are from 1st grade to 6th grade in elementary school and have been staying in the U.S. in a few of years. Although the American teacher acknowledges some of them are in additive bilingualism, their year of education in the U.S is less than 3.5 years. In another study of Cummins, he points out that English language learners need at least 6 years to study academic subjects as same as native speakers. Hence, it is unsure that the participating children can be classified into additive bilingual.
Additionally, the difference from my research in his study is the students “keep” studying in both languages, culture, and curriculum. Those factors might influence students’ interpretation of given word problems.
