ABSTRACT
The implications for educational achievement of language separation are examined. This chapter also contains a discussion about methodology to shows how the link is made between theories and the empirically obtained data. That theory-empirical correspondence justifies the claims for the value of TransAcquisition Pedagogy (TAP) and the Curriculum Design Coherence (CDC) Model to bilingual and immersion education. The empirical data provides the evidence while the theories enable their explanation. Summaries are provided of the knowledge, language, and learning theories used for the justification. The application of the two methods in bilingual and immersion education is described to show how the methods enable propositional knowledge to be accessed using several languages. A discussion of the value of academic knowledge and the right of all children to have this valuable intellectual resource, including via both their languages, concludes the book.
