International Journal of Bilingual
Education and Bilingualism
Editor: Colin Baker, University of Wales, Bangor
Review Editor: Aneta Pavlenko, Temple University, Philadelpia
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Volume: 4 Number: 1 Page: 61–75
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Instructional Conditions for Trilingual Development
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Jim Cummins
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This paper outlines a framework for academic language learning that highlights the importance of focusing instructionally on meaning, language, and use . Academic language learning refers
to the learning of the language registers in L1, L2 or L3 required to function successfully in school contexts where these languages are being used for instruction of academic content. As such, knowledge
of academic language is intertwined with both the concepts taught in school and the cognitive processes required to carry out academic tasks. The research reviewed in the paper suggests that in order to
develop students' academic language proficiency in bilingual or trilingual contexts, instruction must focus extensively on the processing of comprehensible input (meaning). This will entail encouraging
students to read extensively in the target language in an increasing range of genres. Additionally, however, there is an important place for focusing on language itself in order to demystify how language
works, explore cross-linguistic relationships, and develop students' awareness of the intersections of language and power in human discourse. Finally, actual use of the target language in oral and written
modes consolidates the internalisation of the code and enables students to express their identities and intelligence in powerful ways through the language.
© Multilingual Matters 2001
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