The reflexive-integrative paradigm in bilingual education: From metacognition to functional language transfer
DOI:
https://doi.org/10.58210/ri3695Keywords:
Bilingual Education, Reflexive Paradigm, Functional Language Transfer, Scaffolding, Metacognition, Pragmatic Competence, Cognitive Reserve, Intercultural ReflectionAbstract
This article proposes the Reflexive-Integrative Paradigm (RIP) as a holistic theoretical framework for bilingual education in contexts of high linguistic and cultural diversity. The primary goal is to facilitate a successful transition from subtractive to additive bilingualism, leveraging the cognitive and linguistic resources of the first language (L1) for the effective acquisition of the second language (L2). The model is structured around three core axes: functional, metacognitive, and sociocultural. At the functional level, it prioritizes oral competence to prevent the development of a limited Cognitive Academic Language Proficiency (CALP), and directs instruction toward academic competence. Pedagogically, the paradigm relies on scaffolding (as proposed by Bruner) and learning self-regulation (metacognition), thereby promoting the structural transfer and explicitization of knowledge. Finally, the model implements Intercultural Reflection to foster the student's "third culture of the personality," guaranteeing educational equity. The RIP represents a theoretical synthesis pending empirical validation through the proposed Reflective Transfer Index (RTI).
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