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Designing for Complexity in Mother Tongue or First Language (L1)-Based Multilingual Education Programs
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Blankenbeckler, Corrie – Global Education Review, 2020
Mother-tongue or first language (L1)-based multilingual education programs are necessarily complex and may require a more nonlinear approach to program design. These programs operate within and act upon a range of psycholinguistic, sociolinguistic, and sociopolitical issues that include language structure and literacy assessment, language policy…
Descriptors: Program Design, Difficulty Level, Native Language, Multilingualism