The value and practicability of bilingual education programmes for migrant children in Australia.

This dissertation seeks to determine whether or not bilingual education programmes would be a valuable and practicable educational alternative for migrant children in Australia. The role of the school in relation to migrant children, together with their educational attainment and school experience in the present education system, is reviewed. Research which investigates the effects of bilingualism on identity, cognition and language skills and the implications of these findings for bilingual education is examined as well as relevant sociolinguistic aspects. Implications relevant to Australia are drawn from an examination of bilingual education programmes overseas and bilingual programmes suitable for the Australian situation, as well as the practicability of establishing these, are discussed.