Addresses recent advances in research and theory that relate to language shift in early childhood, cognitive, and academic consequences of bilingualism and second-language learning, and theoretical models for conceptualizing the development of bilingualism and second-language learning. Contains annotated bibliography. (47 references) (LET)

It is argued that cognitive/academic language proficiencies in first and second languages are interdependent and empirically distinguishable from interpersonal communication skills. This analysis is applied to the interpretation of data on the effects of bilingual education programs and on the age issue in second language learning. (PMJ)

Three psycho-educational principles are outlined (additive bilingual enrichment principle, interdependence principle, and sufficient communicative interactive principle) to illustrate research on the maintenance of Frisian among native speakers and the development of Frisian fluency among native Dutch speakers. (Author/CB)