Theory and research on bilingualism and its relationship to cognitive development have provided mixed results, especially in relation to the value of United States bilingual education programs. Little of the existing research on bilingualism is generalizable to U.S. minority language groups. However, one study of children in a bilingual program…

With respect to the ultimate goal for limited English proficient students, it would appear that the policy of transitional bilingual education in the United States is explicitly non-bilingual, incorporating a minimalist form of bilingualism for the period students are in the programs, and viewing the first language as only instrumental insofar as…

A study of the acquisition of Turkish and German by immigrant children in West Germany addressed three issues: (1) the role of cognitive development and age of learning in the process of language acquisition, (2) the role of transfer between languages, and (3) the effects of greater or lesser contact with native speakers of the two languages being…

A study investigated the organization and development of second language lexicons among Hong Kong learners of English as a Second Language (ESL). Specifically, it compared the associations promoted by a single list of 20 frequent, common words in the learners' native language (L1, Chinese) and second language (L2, English). Subjects were 22…