Analysis of the theoretical and experiential support for Carl Dodson's bilingual method

Author:
Publisher website
Google Scholar
Abstract
Carl Dodson has, over a period of four decades, refined, expounded and trialled a carefully sequenced methodology for second‐language learning which he denominates the Bilingual Method. In this paper, analysis of the theoretical and experiential support for the methodology is undertaken. The framework of the methodology is first outlined using illustration from two application contexts, secondary and infants lesson cycles, which were developed as part of the two projects in Welsh bilingualism. This is followed by a review of the support for three major tenets underpinning the methodology: the goal of balanced bilingualism; differentiation between L1 and L2 learning processes; systematic provision for fluctuation between medium‐ and message‐orientated communication activities. Finally, support for the methodology itself and its principal elements is analysed. Particular focus is placed on the findings of allied research methodologists, such as Baetens Beardsmore, Jim Cummins and their various associates.

This publication has 10 references indexed in Scilit: