ABSTRACT
As we have seen, bilingual texts as exemplified by the Multilingual Project can foster conceptual development in a multilingual classroom. A positive effect on language development can also be expected, but this will of necessity be incidental. Such outcomes are less predictable and measurable compared with those one can expect and test with respect to subject matter gain. Clearly, additional provisions have to be made if the bilingual's language skills are to be developed in more specific ways. The philosophy of choice which the multilingual project embodies offers a language learning opportunity but does not guarantee that it will take place in a particular language to a specified standard. For this to happen further teaching resources have to be deployed. One such source is the trained language teacher. At this point the ethnic language and TESL (Teaching of English as a Second Language) teaching personnel become indispensable. The general classroom teacher or other subject specialist can and should support the learner in his language development throughout schooling but cannot be expected to give him planned guidance. It is the task of the language specialist to work out a detailed syllabus which can then be put into practice.
