A discussion of the what, why, how, and when of bilingualism links it to biculturalism and demonstrates that effective psycholinguistic studies of bilingualism must consider the interaction of language and social structure and the functionalistic-communicative trends of linguistics. 28 references. (Author/CB)

Presents an approach to a typological outline for categorizing minority-language situations in such areas as speaker, language, and setting juxtaposed with dimensions including sociology, linguistics, and psychology. (36 references) (Author/CB)

Explores several models of cognitive and structural perspectives involving minority-language situations, and attempts to integrate them into a framework of predictive propositions that elaborate psychosocial climates of maintenance, majority-minority encounter, and interactive strategies. (65 references) (Author/CB)

Contributions of the methodological procedures and principles offered by Labov and Gumperz are evaluated, especially regarding the problem of observer effect in community-level investigations of linguistic minorities. The need for accountability and openness in data collection and analysis procedures is emphasized. (39 references) (Author/LB)

Three psycho-educational principles are outlined (additive bilingual enrichment principle, interdependence principle, and sufficient communicative interactive principle) to illustrate research on the maintenance of Frisian among native speakers and the development of Frisian fluency among native Dutch speakers. (Author/CB)