On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning—a Reply to Bruton (2011)

• Francisco Lorenzo ^[1] ; Pat Moore ^[1] ; Sonia Casal ^[1]
  1. [1] Universidad Pablo de Olavide

     Universidad Pablo de Olavide

     Sevilla, España

     
• Localización: Applied linguistics, ISSN 0142-6001, Vol. 32, Nº 4, 2011, págs. 450-455
• Idioma: inglés
• DOI: 10.1093/applin/amr025
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• Dialnet Métricas: 6 Citas
• Resumen

  • This article proposes that a complex issue such as bilingualism gives rise to a need for complex research. Complexity theories, both in the psycholinguistic and educational fields, may inspire new empirical studies on bilingualism that will likely provide data otherwise unattainable through classic pre-test/post-test methods. The article also warns against hardcore educational egalitarianism which may seriously harm Content and Language Integrated Learning programmes if they become one-size-fits-all models. The article has been written in response to a reply to these authors’ original article Lorenzo et al. (2010).