310:. These dormant languages are heavily intertwined with the culture, place and identity of the subsequent community, so the creation of bilingual programs to help re-awaken the endangered languages is extremely beneficial. Generally speaking, the official primary and secondary languages of a country are favored for bilingual programs, but there have been emerging bilingual programs to re-introduce an endangered language to a community. These education policies are fundamental to a communities' and next generation's identity development. An example that hindered this is that of the residential schools of Canada. Children were punished severely for speaking their mother-tongue, which has caused generational trauma among a plethora of Indigenous persons who attended these schools throughout the country. However, learning from events such as these, has helped spread awareness of language revitalization.
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language proficiency is deemed satisfactory, they transition to using only that language. This approach is based on the common underlying proficiency model of bilingualism which posits that many of the skills learned in the native language can be transferred easily to the second language later. While the linguistic goal of such programs is to help students transition to mainstream, single language classrooms, the use of the student's primary language as a vehicle to develop literacy skills and acquire academic knowledge also prevents the degeneration of a child's native language.
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acknowledgment or bilingualism? Quite often there is a clash between the government educational policies and the actual implementation of said policies. That being said, there has been tremendous progress of working bilingual programs, one being in New
Zealand. The MÄori community in the Te KĆhanga Reo region created an early language childhood program that includes traditional customs of the culture. The program takes advantage of having native speakers while also recognizing that new and upcoming speakers can help the language adapt to more modern times.
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student's native language and 10% is taught in their second language. As the student advances, this proportion changes until an equal amount of time is spent on both languages. Another model, the 50/50 model, starts with an even distribution of instruction time between the two languages right from the start of the student's education.
71:, the goal is for students to continue to learn about and in both languages for the majority of their education. Students in a maintenance bilingual education program should graduate being able to have a discussion about any content area in either language. Two common forms of maintenance bilingual education are two-way/
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Bilingual education supports students in becoming literate in both languages, which has been shown to increase reading scores for students in both languages. Researchers have proposed that this could be due to students in bilingual programs having an increased awareness of languages and their writing
50:
There are several different ways to categorize bilingual education models, one of the most common approaches being to separate programs by their end goal. This is the approach used below, though it is not the only possible approach. For a more comprehensive review of different approaches to bilingual
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Language separation in a classroom refers to assigning a specific language for a particular time, content, or activity with the aim of helping students concentrate on developing their skills in that language. Bilingual programs often combine both language separation and translanguaging approaches to
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to learn
English after having acquired one or more native languages. ESL is a supplementary, comprehensive English language learning program common in English-speaking countries and countries where English has an important role in communication as a result of colonialism or globalization. One common
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In bilingual education, teachers may use different techniques to correct students' language errors. One such technique is recasting, which involves repeating the student's statement with corrections for any grammatical or pronunciation mistakes, akin to how parents assist their children in learning
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can be used in all types of education, not only bilingual education. A teacher scaffolds instruction to provide the necessary support for students to learn the content. In a bilingual education classroom, this could look like pre-teaching content in the student's native language before teaching the
29:
as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others
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programs, the goal is to provide education in a child's native language to ensure that students do not fall behind in content areas such as mathematics, science, and social studies while they are learning the new language. Unlike in maintenance bilingual education programs, when the child's second
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A program that utilizes two languages, known as a dual language program, typically places students in classrooms with a mixture of native speakers for each language. One popular approach to dual language programs is the 90/10 model, where in the early grades 90% of instruction is conducted in the
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Parrish, T.; Perez, M; Merickel, A.; and
Linquanti, R.(2006). "Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12, Findings from a Five-Year Evaluation: Final Report." Washington, DC: AIR and San Francisco: WestEd. The complete report is available free at
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or language mixing is a strategy that emphasizes using all languages a student knows to support their learning. One example of this is allowing students to express themselves in either or both languages when discussing different academic content. Practicing translanguaging can help students more
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Thanks to the emerging language revitalization programs, more communities can break free from an accommodation norm â feeling threatened to speak their native language due to political tensions, such as colonialism that still persists throughout most nations. The question of whose language and
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Though much of the research on bilinguals shows that the benefits of bilingualism are maximized when children are exposed to multiple languages at an early age, as they are in many bilingual education programs. However, some initial research has shown preschool children in bilingual education
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Bilingual programs for language revitalization are tricky; each language is different, and there is a lack of educational resources and training for teachers in that specific language. Furthermore, there is not enough research done on what the goal for bilingual programs is: is it cultural
104:, students all have the same native language. They tend to follow the 90/10 model described above and gradually transition from a majority of instruction in their home language to a more balanced split between languages as they progress through primary school.
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The most obvious benefit of bilingual education is proficiency and literacy in two (or more languages). Fluency in multiple languages can lead to increased employment options as well as create more opportunities for intercultural communication.
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Cummins, J. & Genzuk, M. (1991). Analysis of Final Report: Longitudinal Study of
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119:, students are taught in two languages in two different modalities, typically a spoken/written language and a signed language. This type of program is common at schools serving deaf and hard of hearing students.
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263:, resulting in increased self-esteem. Additionally, bilingual education models have been shown to improve student engagement and attendance as parent involvement in school activities.
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In many
English-speaking countries, standardized tests are in English, so there is a push to maximize the time spent learning English. Proponents of this framing advocate for
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While there has been significant research on the "bilingual brain," research specifically on how bilingual education impacts brain structure and activation is fairly limited
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Hidaka, Souta; Shibata, Hiroshi; Kurihara, Michiyo; Tanaka, Akihiro; Konno, Akitsugu; Maruyama, Suguru; Gyoba, Jiro; Hagiwara, Hiroko; Koizumi, Masatoshi (May 1, 2012).
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are not considered bilingual education programs because they do not aim to have students become bi-literate in two (or more) languages. The goal of ESL programs is for
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programs have similar brain activation patterns in response to known and unknown languages as adults who have been learning a second language for several years.
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in which students spend the majority of their day learning about
English and in English with scaffolded supports based on their current English knowledge.
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their first language. Another technique is explicit correction, where the teacher directly points out the error in the student's statement.
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Bilingual education can also support minority language speakers by communicating the value of their home or
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gradually transition to education in only one language. The ultimate goal of bilingual education is
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Bilingual education requires teachers to be fluent and literate in both languages, as compared to
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knowledge is more valuable should no longer linger with the help of these bilingual programs.
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immersion and developmental (late-exit) bilingual education. Both programs are considered
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25:, students are taught in two (or more) languages. It is distinct from learning a
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programs that only require teachers to have English fluency and literacy.
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in both languages through a variety of strategies such as
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62:
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453:"The Benefits of Bilingual Education | BVIS HCMC"
235:This section focuses on the effects of bilingual
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167:
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231:The bilingual French-speaking school Trung Vuong
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153:English as a second language (ESL) programs
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1605:: CS1 maint: location missing publisher (
1401:: CS1 maint: location missing publisher (
391:
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328:Bilingual education by country or region
226:
218:
53:bilingual education by country or region
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69:maintenance bilingual education program
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1623:
13:
1762:Ethnologue: Languages of the world
1700:American Political Science Review,
1668:
1080:Collier, Virginia; Thomas, Wayne.
950:"Rethinking Bilingual Instruction"
704:Early Childhood Research Quarterly
535:Kester, Ellen (January 16, 2020).
172:
46:Bilingual education program models
14:
4694:
1886:
1821:University of Southern California
1797:The American Bilingual Tradition.
788:Shie, Amanda (November 1, 2022).
348:Intercultural bilingual education
241:Cognitive effects of bilingualism
181:easily switch between languages.
57:intercultural bilingual education
4636:
4627:
4626:
4614:
4155:Saint Vincent and the Grenadines
3649:
3640:
3639:
3197:Sahrawi Arab Democratic Republic
2967:Democratic Republic of the Congo
2861:
1231:10.1111/j.1751-228X.2009.01069.x
129:Transitional bilingual education
123:Transitional bilingual education
1857:Seidner, Stanley S.(1981â1989)
1617:
1413:
1361:
1335:
1310:
1255:
1206:
1159:
1128:
1073:
1058:
1011:
967:
942:
928:American Federation of Teachers
916:
873:
822:
781:
755:
730:
691:
666:
645:
486:Review of Research in Education
251:Benefits of bilingual education
63:Maintenance bilingual education
4312:Federated States of Micronesia
3607:British Indian Ocean Territory
1859:Issues of Language Assessment.
1024:Multicultural Education Review
626:
605:
579:
554:
528:
445:
420:
385:
215:Effects of bilingual education
193:
168:Bilingual education strategies
1:
1937:
1540:10.1080/13670050.2018.1563584
1490:10.1080/15348458.2021.1957684
1069:. Trentham Books. p. 38.
1036:10.1080/2005615X.2019.1664017
653:"Program Models and Services"
613:"Program Models and Services"
378:
162:sheltered English instruction
4280:United States Virgin Islands
1950:
1642:10.1080/14664208.2012.722379
1624:Ife, Anne (August 1, 2012).
1280:10.1016/j.neures.2012.02.004
894:10.1007/978-3-319-77228-8_10
716:10.1016/j.ecresq.2009.10.002
537:"Bilingual Education Models"
368:Structured English Immersion
292:English as a second language
285:Structured English Immersion
205:
160:approach in ESL programs is
148:English as a second language
142:English as a second language
7:
4042:Education in North America
1732:Cultural Survival Quarterly
843:10.1007/978-3-030-10831-1_8
457:www.nordangliaeducation.com
321:
10:
4699:
4487:Education in South America
2587:
1219:Mind, Brain, and Education
343:French immersion in Canada
306:efforts in countries with
145:
126:
108:Bimodal-bilingual programs
4608:
4565:
4492:
4403:
4380:
4299:
4255:Saint Pierre and Miquelon
4173:
4047:
4020:
3972:
3934:
3676:
3635:
3594:
3554:
3296:
3210:
3185:
2904:
2891:
2880:
2856:
2810:
2776:
2735:
2717:
2678:
2660:
2626:
2602:Early childhood education
2595:
2582:
2532:
2362:
2309:
2131:
1984:
1956:
1945:
1689:Resources in your library
1438:10.1080/13670050308667790
1184:10.1007/s10643-016-0833-7
1172:Early Childhood Education
199:Instructional scaffolding
157:English-language learners
4458:Northern Mariana Islands
4275:Turks and Caicos Islands
3356:East Timor (Timor-Leste)
2952:Central African Republic
1826:"digital.georgetown.edu"
498:10.3102/0091732X16660691
51:education worldwide see
4423:Cocos (Keeling) Islands
3617:Cocos (Keeling) Islands
1880:Educational Leadership,
1809:Krashen, S. D. (1999).
1141:Foreign Language Annals
304:language revitalization
4205:British Virgin Islands
3719:Bosnia and Herzegovina
1771:New York: Basic Books.
1760:Grimes, B. F. (1992).
997:soeonline.american.edu
807:10.7771/2158-4052.1568
358:Multilingual Education
232:
224:
83:Dual language programs
4406:and other territories
4145:Saint Kitts and Nevis
3112:SĂŁo TomĂ© and PrĂncipe
2972:Republic of the Congo
1609:) CS1 maint: others (
1405:) CS1 maint: others (
1268:Neuroscience Research
924:"Bilingual Education"
562:"Bilingual Education"
428:"Bilingual Education"
398:. Wiley. p. 56.
230:
222:
102:developmental program
4668:Education by subject
4294:Education in Oceania
3670:Education in Europe
3531:United Arab Emirates
2898:Education in Africa
2121:Instructional design
333:Bimodal bilingualism
308:endangered languages
4663:Bilingual education
4160:Trinidad and Tobago
4055:Antigua and Barbuda
3935:States with limited
3558:limited recognition
3187:States with limited
2886:Education by region
2612:Secondary education
2524:Teaching philosophy
2427:Pedagogical pattern
2370:21st century skills
2349:Religious education
1992:Aims and objectives
1680:Bilingual education
1370:Bilingual education
930:. September 2, 2020
769:. December 23, 2015
185:Language separation
23:bilingual education
4621:Schools portal
4095:Dominican Republic
3290:Education in Asia
2617:Tertiary education
2555:Learning resources
2046:Education sciences
1767:Hakuta, K. (1986).
1709:(2&3): 132â144
1349:. November 3, 2020
1153:10.1111/flan.12218
593:. December 1, 2004
239:specifically, see
233:
225:
92:Late exit programs
77:language immersion
4673:Linguistic rights
4650:
4649:
4604:
4603:
4600:
4599:
4572:other territories
4481:
4480:
4473:Wallis and Futuna
4381:Associated states
4288:
4287:
4177:other territories
4036:
4035:
3663:
3662:
3600:other territories
3283:
3282:
3214:other territories
2987:Equatorial Guinea
2876:
2875:
2851:
2850:
2847:
2846:
2842:
2841:
2838:
2837:
2833:
2832:
2770:
2769:
2765:
2764:
2761:
2760:
2756:
2755:
2711:
2710:
2706:
2705:
2702:
2701:
2697:
2696:
2654:
2653:
2649:
2648:
2607:Primary education
2578:
2577:
2467:Dialogic learning
2437:Teacher retention
2390:Critical thinking
2385:Class arrangement
2354:Special education
2029:Standardized test
2012:Course evaluation
1728:Cultural Survival
1675:Library resources
1584:978-90-04-26172-3
1380:978-0-7377-7624-9
903:978-3-319-77228-8
852:978-3-030-10831-1
405:978-1-119-00549-0
261:heritage language
115:bimodal bilingual
4690:
4640:
4639:
4630:
4629:
4619:
4618:
4617:
4592:
4580:Falkland Islands
4494:Sovereign states
4483:
4482:
4463:Pitcairn Islands
4433:French Polynesia
4418:Christmas Island
4347:Papua New Guinea
4327:Marshall Islands
4300:Sovereign states
4290:
4289:
4245:Saint Barthélemy
4175:Dependencies and
4048:Sovereign states
4038:
4037:
3973:Dependencies and
3677:Sovereign states
3665:
3664:
3653:
3643:
3642:
3612:Christmas Island
3298:Sovereign states
3285:
3284:
3275:
3274:(United Kingdom)
3270:Tristan da Cunha
3266:Ascension Island
3258:
3245:
3236:
3212:Dependencies and
2905:Sovereign states
2893:
2892:
2882:
2881:
2865:
2813:
2812:
2808:
2807:
2783:Higher education
2779:
2778:
2774:
2773:
2738:
2737:
2733:
2732:
2724:Secondary school
2720:
2719:
2715:
2714:
2681:
2680:
2676:
2675:
2663:
2662:
2658:
2657:
2629:
2628:
2624:
2623:
2598:
2597:
2584:
2583:
2512:Student-centered
2497:Phenomenon-based
2487:Peer instruction
2452:Blended learning
2375:Bloom's taxonomy
2339:Gifted education
2334:Education reform
2166:Computer science
1947:
1946:
1932:
1925:
1918:
1909:
1908:
1843:
1839:
1837:
1830:
1662:
1661:
1621:
1615:
1614:
1604:
1596:
1569:
1560:
1559:
1534:(8): 1147â1162.
1519:
1510:
1509:
1469:
1458:
1457:
1417:
1411:
1410:
1400:
1392:
1365:
1359:
1358:
1356:
1354:
1339:
1333:
1332:
1330:
1328:
1314:
1308:
1307:
1259:
1253:
1252:
1242:
1210:
1204:
1203:
1163:
1157:
1156:
1132:
1126:
1125:
1123:
1121:
1106:
1097:
1096:
1086:
1077:
1071:
1070:
1062:
1056:
1055:
1015:
1009:
1008:
1006:
1004:
989:
980:
979:
971:
965:
964:
962:
960:
946:
940:
939:
937:
935:
920:
914:
913:
912:
910:
877:
871:
870:
869:
867:
826:
820:
819:
809:
785:
779:
778:
776:
774:
759:
753:
752:
750:
748:
734:
728:
727:
695:
689:
688:
670:
664:
663:
657:
649:
643:
642:
630:
624:
623:
617:
609:
603:
602:
600:
598:
583:
577:
576:
574:
572:
558:
552:
551:
549:
547:
532:
526:
525:
477:
468:
467:
465:
463:
449:
443:
442:
440:
438:
424:
418:
417:
389:
4698:
4697:
4693:
4692:
4691:
4689:
4688:
4687:
4678:Multilingualism
4653:
4652:
4651:
4646:
4615:
4613:
4596:
4590:
4573:
4571:
4561:
4488:
4477:
4405:
4399:
4382:
4376:
4357:Solomon Islands
4295:
4284:
4178:
4176:
4169:
4043:
4032:
4016:
3974:
3968:
3954:Northern Cyprus
3936:
3930:
3851:North Macedonia
3672:
3659:
3631:
3599:
3590:
3571:Northern Cyprus
3557:
3550:
3292:
3279:
3278:
3273:
3256:
3243:
3234:
3215:
3213:
3206:
3190:
3188:
3181:
2900:
2887:
2872:
2871:
2852:
2843:
2834:
2826:
2819:
2797:
2785:
2766:
2757:
2749:
2744:
2726:
2707:
2698:
2690:
2685:
2669:
2650:
2642:
2635:
2591:
2574:
2528:
2447:Active learning
2442:Teaching method
2417:Learning theory
2358:
2324:Autodidacticism
2319:Adult education
2305:
2246:Performing arts
2127:
2034:Teacher quality
2024:Standards-based
1980:
1952:
1941:
1936:
1889:
1841:
1835:
1828:
1824:
1695:
1694:
1693:
1683:
1682:
1678:
1671:
1669:Further reading
1666:
1665:
1622:
1618:
1598:
1597:
1585:
1571:
1570:
1563:
1520:
1513:
1470:
1461:
1418:
1414:
1394:
1393:
1381:
1367:
1366:
1362:
1352:
1350:
1347:online.utpb.edu
1341:
1340:
1336:
1326:
1324:
1316:
1315:
1311:
1260:
1256:
1211:
1207:
1164:
1160:
1133:
1129:
1119:
1117:
1107:
1100:
1084:
1078:
1074:
1063:
1059:
1016:
1012:
1002:
1000:
991:
990:
983:
972:
968:
958:
956:
948:
947:
943:
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931:
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921:
917:
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906:
904:
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874:
865:
863:
853:
827:
823:
786:
782:
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756:
746:
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736:
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731:
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692:
685:
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627:
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611:
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585:
584:
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570:
568:
560:
559:
555:
545:
543:
533:
529:
478:
471:
461:
459:
451:
450:
446:
436:
434:
426:
425:
421:
406:
390:
386:
381:
373:Translanguaging
324:
300:
281:
253:
245:multilingualism
217:
208:
196:
187:
178:Translanguaging
175:
173:Translanguaging
170:
150:
144:
131:
125:
110:
94:
85:
65:
48:
42:and recasting.
40:translanguaging
27:second language
17:
12:
11:
5:
4696:
4686:
4685:
4680:
4675:
4670:
4665:
4648:
4647:
4645:
4644:
4634:
4624:
4609:
4606:
4605:
4602:
4601:
4598:
4597:
4595:
4594:
4587:
4582:
4576:
4574:
4566:
4563:
4562:
4560:
4559:
4554:
4549:
4544:
4539:
4534:
4529:
4524:
4519:
4514:
4509:
4504:
4498:
4496:
4490:
4489:
4479:
4478:
4476:
4475:
4470:
4465:
4460:
4455:
4453:Norfolk Island
4450:
4445:
4440:
4435:
4430:
4425:
4420:
4415:
4413:American Samoa
4409:
4407:
4401:
4400:
4398:
4397:
4392:
4386:
4384:
4383:of New Zealand
4378:
4377:
4375:
4374:
4369:
4364:
4359:
4354:
4349:
4344:
4339:
4334:
4329:
4324:
4319:
4314:
4309:
4303:
4301:
4297:
4296:
4286:
4285:
4283:
4282:
4277:
4272:
4267:
4265:Sint Eustatius
4262:
4257:
4252:
4247:
4242:
4237:
4232:
4227:
4222:
4217:
4212:
4210:Cayman Islands
4207:
4202:
4197:
4192:
4187:
4181:
4179:
4174:
4171:
4170:
4168:
4167:
4162:
4157:
4152:
4147:
4142:
4137:
4132:
4127:
4122:
4117:
4112:
4107:
4102:
4097:
4092:
4087:
4082:
4077:
4072:
4067:
4062:
4057:
4051:
4049:
4045:
4044:
4034:
4033:
4031:
4030:
4028:European Union
4024:
4022:
4021:Other entities
4018:
4017:
4015:
4014:
4009:
4004:
3999:
3994:
3989:
3984:
3978:
3976:
3975:other entities
3970:
3969:
3967:
3966:
3961:
3956:
3951:
3946:
3940:
3938:
3932:
3931:
3929:
3928:
3926:United Kingdom
3923:
3918:
3913:
3908:
3903:
3898:
3893:
3888:
3883:
3878:
3873:
3868:
3863:
3858:
3853:
3848:
3843:
3838:
3833:
3828:
3823:
3818:
3813:
3808:
3803:
3798:
3793:
3791:
3786:
3781:
3776:
3771:
3766:
3761:
3756:
3751:
3746:
3741:
3739:Czech Republic
3736:
3731:
3726:
3721:
3716:
3711:
3706:
3701:
3696:
3691:
3686:
3680:
3678:
3674:
3673:
3661:
3660:
3658:
3657:
3647:
3636:
3633:
3632:
3630:
3629:
3624:
3619:
3614:
3609:
3603:
3601:
3592:
3591:
3589:
3588:
3583:
3578:
3573:
3568:
3562:
3560:
3552:
3551:
3549:
3548:
3543:
3538:
3533:
3528:
3523:
3518:
3513:
3508:
3503:
3498:
3493:
3488:
3483:
3478:
3473:
3468:
3463:
3458:
3453:
3448:
3443:
3438:
3433:
3428:
3423:
3418:
3413:
3408:
3403:
3398:
3393:
3388:
3383:
3378:
3373:
3368:
3363:
3358:
3353:
3348:
3343:
3338:
3333:
3328:
3323:
3318:
3313:
3308:
3302:
3300:
3294:
3293:
3281:
3280:
3277:
3276:
3259:
3246:
3237:
3223:Canary Islands
3219:
3218:
3216:
3211:
3208:
3207:
3205:
3204:
3199:
3193:
3191:
3186:
3183:
3182:
3180:
3179:
3174:
3169:
3164:
3159:
3154:
3149:
3144:
3139:
3134:
3129:
3124:
3119:
3114:
3109:
3104:
3099:
3094:
3089:
3084:
3079:
3074:
3069:
3064:
3059:
3054:
3049:
3044:
3039:
3034:
3029:
3024:
3019:
3014:
3009:
3004:
2999:
2994:
2989:
2984:
2979:
2974:
2969:
2964:
2959:
2954:
2949:
2944:
2939:
2934:
2929:
2924:
2919:
2914:
2908:
2906:
2902:
2901:
2889:
2888:
2878:
2877:
2874:
2873:
2870:
2869:
2858:
2857:
2854:
2853:
2849:
2848:
2845:
2844:
2840:
2839:
2836:
2835:
2831:
2829:
2828:
2821:
2811:
2804:
2803:
2792:
2787:
2777:
2771:
2768:
2767:
2763:
2762:
2759:
2758:
2754:
2752:
2751:
2746:
2736:
2729:
2728:
2718:
2712:
2709:
2708:
2704:
2703:
2700:
2699:
2695:
2693:
2692:
2687:
2679:
2672:
2671:
2667:Primary school
2661:
2655:
2652:
2651:
2647:
2645:
2644:
2637:
2627:
2620:
2619:
2614:
2609:
2604:
2596:
2593:
2592:
2580:
2579:
2576:
2575:
2573:
2572:
2567:
2562:
2557:
2552:
2547:
2542:
2536:
2534:
2530:
2529:
2527:
2526:
2521:
2520:
2519:
2514:
2509:
2504:
2499:
2494:
2489:
2484:
2479:
2474:
2469:
2464:
2459:
2454:
2449:
2439:
2434:
2429:
2424:
2419:
2414:
2413:
2412:
2407:
2402:
2392:
2387:
2382:
2380:Cognitive load
2377:
2372:
2366:
2364:
2360:
2359:
2357:
2356:
2351:
2346:
2341:
2336:
2331:
2326:
2321:
2315:
2313:
2307:
2306:
2304:
2303:
2298:
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2288:
2283:
2278:
2273:
2268:
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2248:
2243:
2238:
2233:
2228:
2223:
2218:
2213:
2208:
2203:
2198:
2193:
2188:
2183:
2178:
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2168:
2163:
2158:
2153:
2148:
2143:
2137:
2135:
2129:
2128:
2126:
2125:
2124:
2123:
2113:
2108:
2103:
2098:
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999:. May 19, 2020
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2019:Psychometrics
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684:9781783097203
680:
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662:. April 2015.
661:
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622:. April 2015.
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73:dual language
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4683:Bilingualism
4612:
4568:Dependencies
4404:Dependencies
4390:Cook Islands
4270:Sint Maarten
4250:Saint Martin
3964:Transnistria
3596:Dependencies
3526:Turkmenistan
3491:Saudi Arabia
3262:Saint Helena
3233:
3137:South Africa
3127:Sierra Leone
2932:Burkina Faso
2824:Postgraduate
2640:Kindergarten
2492:Personalized
2472:Experiential
2432:Teacher look
2150:
2141:Agricultural
1997:Anthropology
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1353:November 17,
1351:. Retrieved
1346:
1337:
1327:November 17,
1325:. Retrieved
1321:
1312:
1274:(1): 73â79.
1271:
1267:
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1222:
1218:
1208:
1178:(1): 11â20.
1175:
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1118:. Retrieved
1114:
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1023:
1013:
1003:November 16,
1001:. Retrieved
996:
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969:
959:November 17,
957:. Retrieved
953:
944:
934:November 17,
932:. Retrieved
927:
918:
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414:1064689899
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