满足孩子的需要和支持双语儿童是小学教师的基本职责。当双语的孩子第一次来到老师的教室时，重要的是你要找到他们可以和他们交谈的“伙伴”，或者如果他们不愿意交谈，只需要听。这不仅对双语儿童有好处，而且对单语学习者和双语学习者来说也是一种认知上的优势，对所有的学习者来说都是一种很好的练习。作为一名小学教师，我需要确保我在任何时候都支持双语学习者，同时也要支持我课堂上的所有其他孩子。重要的是要确保教室里的每个人都知道每一课都在发生什么。康明斯(1976)指的是“阈值理论”，它描述了认知和双语水平之间的关系。这一理论被认为是一幢有三层楼和两种“语言”阶梯的房子，分别代表L1和L2。他们在梯子和地板上的越远，孩子们拥有双语能力和获得认知优势的机会就越大。同样，康明斯(1980年，1981年)使用了一个“冰山类比”，并描述了第一语言(L1)和第二语言(第二语言)之间的一种基本的基本熟练程度。Cummins解释说，当使用两种或更多的语言时，有一个共同的来源，即思想来自于个人可以使用两种或更多的语言。在L1或L2中，听、读、说、写有助于发展认知系统，但学习者所使用的语言必须发展得很好，以便能够处理课堂上的认知挑战。
英国斯特灵议会区代写:双语儿童教育
Meeting the needs and supporting bilingual children is an essential role for a primary teacher. When a bilingual child first comes into a teacher's classroom, it is important for you to find them a 'buddy' that they can talk to, or if they are not comfortable talking, just listen to. This not only benefits the bilingual child, but there are also cognitive benefits for monolingual learners who work with bilingual learners and good practice for bilingual learners is good practice for all learners. In my role as a primary teacher, I need to ensure that I am supporting bilingual learners at all times as well as supporting all other children in my classroom. It is important to ensure that everyone in the classroom knows what is happening throughout[A7] every lesson.Cummins (1976) refers to 'The Threshold Theory' which describes the relationship between cognition and the level of bilingualism. The theory is represented as a house which has three floors and two 'linguistic' ladders, representing L1 and L2, on each side. The further up they are on the ladders and floors, the greater chance the children have of being bilingual and obtaining cognitive advantages. As well as this, Cummins (1980, 1981) uses an 'Iceberg Analogy' and describes a common underlying proficiency between the first language (L1) and the second language (L2). Cummins explains that when using two or more languages, there is a common source where ideas come from meaning that individuals can use two or more language with ease. Listening, reading, speaking and writing in the L1 or L2 helps to develop the cognitive system however the language that the learner uses must be well developed in order to be able to process the cognitive challenges of the classroom.
