Early Theories Supporting Bi-/Plurilingual Schooling for Young Migrants: Cummins’ Theories, Second Language Acquisition, Plurilingual Education

Fiona Smythe

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Chapter 3 Early Theories Supporting Bi-/Plurilingual Schooling for Young Migrants

Cummins’ Theories, Second Language Acquisition, Plurilingual Education

In: Young Migrants and Plurilingualism in Schools

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Fiona Smythe

Fiona Smythe
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Type:: Chapter

Pages:: 61–96

DOI:: https://doi.org/10.1163/9789004707665_004

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Abstract

The early theories of Cummins establish the basis for understanding important aspects of language acquisition amongst bilingual and plurilingual children. Three founding theories are discussed in this chapter: Threshold Theory (1976), Developmental Interdependence Hypothesis (1979) and BICS and CALP (1979, 1999). From there, subsequent theories that have positive implications for supporting the learning of young migrants are explored: the interaction approach, social cohesion objectives in schooling, a language inclusiveness perspective and second language acquisition. These are contextualised by a brief overview of bilingual education in France and New Zealand looking at the place of regional languages schools in France, and Māori immersion schools in Aotearoa New Zealand.

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Young Migrants and Plurilingualism in Schools

A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New Zealand

Series: Comparative and International Education: Francophonies, Volume: 2

Cover Young Migrants and Plurilingualism in Schools

E-Book ISBN:: 9789004707665

Publisher:: Brill

Print Publication Date:: 27 Sep 2024

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- Education

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Chapter 3 Early Theories Supporting Bi-/Plurilingual Schooling for Young Migrants

Cummins’ Theories, Second Language Acquisition, Plurilingual Education

Abstract

Citation Info

Share link with colleague or librarian

Young Migrants and Plurilingualism in Schools

A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New Zealand

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