Bilingual Development and the Education of Bilingual Children during Early Childhood

Abstract

Early education of language-minority students has considered linguistic, cognitive, and social attributes of children and schooling contexts. The bilingual nature of the student and the instruction provided that student have received considerable educational research attention. Bilingualism, once considered an educational liability, has recently been placed into new theoretical and educational perspectives. At the same time, research related to the effective instruction of language-minority students has emerged. Although far from comprehensive, language-minority education has a broader theoretical and empirical foundation from which present educational practice can be judged and future research can be designed.

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