Modelling A Here-And-Now Approach In Building Linguistic Capital
Abstract
Research findings in language acquisition and language and education show that there is a close link between cognition and academic language development. Children who have acquired and or learned academic language in their first language, they are likely to benefit cognitively more in their education than those who have not. As a consequence, the latter group may be the risk of becoming cognitively stagnant in their future education. These researchers advocate that the use of first language as an instructional language is not only educationally compulsory but also is a part of their rights. To them, teaching in children’s first language is a way of building what is in this paper called linguistic capital. However, the question of how this formation has to be executed and related issues including but not restricted to what appropriate resources would be needed to enable the formation to happen still remain to be seen. This paper therefore has a two-fold aim. Firstly, this paper intends to provide a theoretical apparatus for building linguistic capital. Secondly, it also aims to present some possible resources for building linguistic capital. As a preliminary work, this paper is then expected to be an invitation for further discussions and or debates on the issue.
Keywords: BICS, CALP, CUP
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