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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