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Cited by 295

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Empirical and Theoretical Underpinnings of Bilingual Education

Cummins, Jim·1981·Journal of Education

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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Metadata

Authors
Cummins, J.
Venue
Journal of Education
Published
1981-01
Volume
163
Issue
1
Pages
16-29
ISSN
  • 0022-0574 (ISSN-L)
  • 2515-5741
OpenAlex
W79868420
Cited by
295
References
1
FWCI
0.00
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Empirical and Theoretical Underpinnings of Bilingual Education. https://app.cochat.ai/papers/10.1177/002205748116300104
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Cummins, J. (1981). Empirical and Theoretical Underpinnings of Bilingual Education. Journal of Education. https://doi.org/10.1177/002205748116300104

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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