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This paper discusses the role of research and theory regarding language and literacy acquisition in planning for bilingual programmes involving lesser used languages. Three psycho‐educational principles are outlined: the additive bilingual enrichment principle, the interdependence principle and the sufficient communicative interaction principle. The role of these principles in the educational language planning process is discussed in the context of a procedural framework for problem‐solving in educational contexts.
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Jim Cummins (1989) studied this question.
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