International Journal of Bilingual
Education and Bilingualism
Editor: Colin Baker, University of Wales, Bangor
Review Editor: Aneta Pavlenko, Temple University, Philadelpia
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Volume: 5 Number: 1 Page: 72–83
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Identifying and Applying the Communicative and the Constructivist Approaches to Facilitate Transfer of Knowledge in the Bilingual Classroom
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Rafael A. Olivares and Nancy Lemberger
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This article provides recommendations for the implementation of the CCT model (Communication, Constructivism, and Transference of knowledge) in the education of English language learners (ELLs). Following
the structure of the theoretical framework represented in the model, the article describes how the CCT is identified in the research studies in this issue and suggests specific recommendations to facilitate
the implementation of the model in the education of ELLs. Following the structure of the CCT model, the article first suggests ways in which bilingual or any teacher working with ELLs can apply the principles
of the communicative approach to their classroom activities; second, proposes mechanisms and procedures to create a constructivist learning environment; and third, devises means for bilingual students to
facilitate transfer of declarative, procedural, and strategic knowledge from one language to the other.
© Multilingual Matters 2002
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