The authors of this article focused more directly on particular learning behaviors than did the authors of the two articles described earlier. Jimenez and his colleagues emphasized the importance of regarding a child's native language as a strength in the process, not a liability, and they then pointed out the importance of facilitating vocabulary development. But they did not claim this recommendation to be appropriate for all children or for all forms of bilingualism. They only focused on a particular pair of languages (Spanish and English in the USA), and on three combinations of skill level in these two languages. These are common bilingual experiences in the United States, but they are not the only ones, either in the United States or elsewhere in the world.
For other bilingual situations, their conclusions might not hold true. For some students (e.g. Chinese- Americans), the native language and the second language are much more different in vocabulary, pronunciation, and grammar than Spanish is to English, and therefore may provide less of a resource to a child learning to read. In some settings, relationships between languages are more equal than in the United States. In Canada, for example, both the numbers and the overall social status of English speakers and French speakers are more equal than in the United States. In both of these situations, if a child fails to learn to read the second language, it may not be for the reasons suggested by Robert Jiménez, but for other reasons, ranging from difficulties with reading per se to cultural differences in how a child expects to be taught (Johnson, 2004)
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