Bilingualism, to be cognitively and academically beneficial, must be based on adequately developed first language skills. Two hypotheses, developmental interdependence and threshold, are integrated into a bilingual education model which treats background, child input, and educational treatment to explain educational outcomes. (Author/MH)

This paper presents a summary of recent investigations on cognitive development through the first and second language in a bilingual program. The "Glossodynamic Model" of language learning is presented as a basis for explaining how the child's cognitive and affective development are enhanced by bilingual stimulation. (Author/SJL)

The ability of children between the ages of two years and four years, eight months, to produce locative pre- or postpositions was investigated in English, Italian, Serbocroatian, and Turkish to discover universals of conceptual and communicative development. (Author/AM)

Reports on an experiment describing the lexical development of a hearing child with a deaf mother and hearing father. Data confirm previous findings that (1) sign emerges before spoken word, (2) acquisition stages are similar in ASL and spoken English, and (3) the child initially develops one lexical system. (Author/AM)

Examines the innate faculties that underlie linguistic competence, especially syntactic competence, and proposes a theory of these faculties which accounts for the complexities of language and the evolution of human language. (AM)

Piaget's ideas are discussed: that the basic thrust of education is determined by the intellectual development of the child, that the child's intelligence develops in definite stages, and that the goal of the developmental process is to reason in logical terms. (MLW)

Goodluck and Solan (EJ 205 641) presented alternative formulations about why errors predicted by basic operations fail to occur and suggested a refined hypothesis. Each aspect of their argument is addressed, and it is concluded that descriptive power, methodology and principles for restricting error predictions favor our original analysis. (RD)

A mother describes the achievement and successes of her 11-year-old deaf daughter. Included in the discussion are her growth of language, social and psychological growth, math and science interests, and reading ability. (SA)

The evidence for the cerebral organization of and hemispheric specialization for man's two principal psychological domains, language and visuospatial function, are selectively reviewed. Three theoretical models of cerebral organization are outlined. Some neuro-psychological and educational implications of sex differences in hemispheric…

Reports data and observations from videotapes showing interaction in everyday activities between deaf parents and both hearing and non-hearing infants. Discusses the several modes of communication used and the strategies employed to increase two-way communication. (PMJ)

Describes recent efforts that have been made to overcome barriers to the successful implementation of sociolinguistics in early education, barriers involving acceptance of research by the schools, attitude and teaching method changes by teachers, and the needs of the children themselves. (DS)

Reports on an investigation into the gestural repertoire of a deaf child raised in an oral environment. (AM)

The maternal linguistic environments of 12 normal and Down's syndrome (DS) children (ages 1-4 years) were studied and compared, with an eye toward isolating factors that might retard the acquisition of verbal communication in the DS children. (DLS)

Presents a look at some of the research being done on the origins of language. (BB)

Suggests that teachers must integrate the instruction of language and content if they wish to develop fully their students' cognitive abilities. (MKM)