In the present chapter we propose a theoretical approach to bilingual development which is in line with the general guidelines on language behaviour presented in Section 1.2 and takes into account the many dimensions of bilinguality (Section 2.1). As we view bilingual development as a particular case of language development we must first present a general approach to language development. Generally speaking, language development is dependent upon a number of prerequisites, including socialisation processes, the development of the functions for which language will be used, and the existence of language-behaviour models in the child's environment.

PROCESSES OF LANGUAGE DEVELOPMENT

As explained in our guidelines in Section 1.2 there is a constant interaction between the dynamics of language behaviour at the societal level and language behaviour at the individual level. The child must internalise the language behaviour present in his environment, that is, the language behaviour used in the interpersonal interactions with the significant others in his social network. The child achieves this as follows:

1. (1) Through the process of language socialisation the child internalises the different forms and functions of language.

2. (2) There is a constant and complex mapping process between forms and functions.

3. (3) Mapping processes are particularly important in the development of language as a tool for social interaction and for cognitive functioning.

4. (4) The internalisation of forms and functions enables the child to develop social psychological processes which enable him to develop his own social identity.

5. (5) Internalisation also permits the use of language as a cognitive tool; furthermore, it plays a constructive role in the growth of cognitive processes.