Bilingual Education's Needed Third Dimension.

Abstract

Virtually all bilingual pro grams include cultural and linguis tic components. Seldom, however, do they include a third dimension which a growing body of litera ture identifies as of critical impor tance for learning among ethni cally different children: the psychoinstructional dimension. In contrast to the linguistic component of bilingual education, the language and its use, and in contrast to the cultural compo nent, current and historic aspects of the child's culture, this third dimension addresses the process of instruction. It is thus supplemental and complementary to the first two components. The psychoinstructional di mension deals with the intellectual and personality traits of the child that derive from cultural and social class uniqueness (when compared to mainstream society) and that determine the instructional strate gies that will most effectively fa cilitate learning. It is, therefore, the psychological makeup of the child that is called to our attention, and the child's consequent need for an instructional approach that is sensitive to these traits.

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