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ERIC Number: EJ845563
Record Type: Journal
Publication Date: 2004
Pages: 16
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1475-2409
Multi-Lingual, but Not Making It in International Schools
Kusuma-Powell, Ochan
Journal of Research in International Education, v3 n2 p157-172 2004
International schools are increasingly identifying Functionally Multi-Lingual children in their student populations. These students, bilingual or multilingual at surface levels of conversation, have not established academic competence in any single language. In many cases, the teacher may assume that another, more robust language exists, when in fact English is the child's most highly developed language. These children experience difficulty with verbal cognitive development and often demonstrate other issues with learning, including problems with organization and memory, and difficulties in learning to read or in the production of written expression.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A