Basic Principles for the Education of Language-minority Students: An Overview |
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academic achievement academic language proficiency academic language skills acquirers affective filter basic communicative competency bilingual education programs bilingual programs California State Department California State University cognitively demanding Common Underlying Proficiency comprehensible input comprehensible second language Contextual Interaction Theory contextual support Cummins Department of Education Dulay and Burt education of language educational input factors English language ESL classes Evaluation groups high levels home language instructional program instructional treatments Kerman Krashen Language Acquisition Device language minority students language mismatch learning limited bilingualism linguistic low achievers minority and majority minority language minority-majority student monolingual native speakers older learners paralinguistic perceived high positive interactions Primary Language Development Principle Five Principle Four Principle Three promote relationship Rosier and Holm Schooling and Language second language acquisition second language input Separate Underlying Proficiency status ranking student input factors student outcomes Student Status studies tasks in context-reduced teachers Theoretical Framework Underlying Proficiency model UNESCO view of bilingual