Empirical and Theoretical Underpinnings of Bilingual Education

Jim Cummins

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Empirical research on the consequences of bilingual education for minority language children is reviewed, and a theoretical model is constructed in order to account for the research findings. It is argued that Cognitive/Academic Language Proficiency (CALP) becomes differentiated and can be empirically distinguished from Basic Interpersonal Communicative Skills (BICS) in L1 and L2 and that L1 and L2 CALP are interdependent. The implications of these positions are examined for using L1 in the home, for the logic of entry and exit criteria, and for language assessment practices in bilingual education.

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References

1979Linguistic Interdependence and the Educational Development of Bilingual Children 1978Children's Minds 1977From Utterance to Text: The Bias of Language in Speech and Writing 1979Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19.1980The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue

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