• James Bylund Alliant International University


Language diversity has been a defining characteristic of U.S. public schools throughout their history, and this phenomenon shows no signs of slowing down.  Over the 10 year period between 1994-1995 and 2004-2005, the number of students in US public schools classified as Limited English Proficient (LEP) grew from roughly 3.2 to 5.1 million, an increase of 57% (National Clearinghouse for English Language Acquisition).  Public schools are responsible for educating students from diverse linguistic backgrounds, and efforts to do so have often involved immersing these students in English-only programs at the expense of their primary language.  



Doutor em Psicologia educacional pela Alliant International University, em San Diego, na Califórnia. Mestre em Educação e Especialista em Psicologia Educacional pela San Diego State University, na Califórnia, EUA. É Especialista em neurospsicologia educacional e Credenciado a atuar como Psicólogo Educacional em todo território dos Estados Unidos. Trabalhou como psicólogo nas escolas públicas de San Diego e como coordenador de programas especiais na região de Contra Costa, na Califórnia, EUA. Atualmente, é diretor de serviços de apoio ao estudante nas escolas públicas de Byron, na Califórnia, atende em seu consultório particular e leciona cursos de avaliação neuropsicológica na Alliant International University.       


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National Clearinghouse for English Language Acquisition. (2006). The Growing Numbers of LEP Students. Retrieved June 8, 2010, from LEP_0506.pdf.
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Como Citar
BYLUND, James. THOUGHT AND 2ND LANGUAGE: A VYGOTSKIAN FRAMEWORK FOR UNDERSTANDING BICS AND CALP. Augusto Guzzo Revista Acadêmica, São Paulo, v. 2, n. 16, p. 70-77, dec. 2015. ISSN 2316-3852. Disponível em: <>. Acesso em: 01 oct. 2023. doi:


Language Acquisition, language development, public schools throughout, Vygotsky.