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The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue.
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Cummins, Jim – TESOL Quarterly, 1980
It is argued that cognitive/academic language proficiencies in first and second languages are interdependent and empirically distinguishable from interpersonal communication skills. This analysis is applied to the interpretation of data on the effects of bilingual education programs and on the age issue in second language learning. (PMJ)
Descriptors: Age, Bilingual Education, Cognitive Processes, Communication Skills