ABSTRACT
The research studies reviewed in the previous chapters use a variety of methodological and analytical procedures to focus on the development of bilingual proficiency under different social and educational conditions. The initial chapters focused on the cognitive and linguistic consequences of different patterns of bilingual proficiency. This research suggested that access to two languages in early childhood can promote children’s metalinguistic awareness and possibly also broader aspects of cognitive development. The conclusion that positive metalinguistic and cognitive consequences can result from the interaction between LI and L2 is consistent with the notion of a ‘common underlying proficiency’ that emerges from the findings of bilingual education programmes for minority and majority language children. The interdependence of LI and L2 development is further supported by studies of age and L2 acquisition and by investigations of bilingual language use at home.
