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"The real fault is to have faults and not amend them." - Confucius

Characteristics of Successful Multi-Language Programs

In her article in the September 2003 issue of Exchange, "Bilingualism/Multilingualism and Language Acquisition Theories," Evienia Papadaki-D'Onofrio, director of a bilingual school for children ages 1 - 11 in Italy, observes that research points to these common characteristics of programs that provide students with multiple language proficiency and foster academic success....

*  Development of the mother tongue is encouraged to promote cognitive development and as a basis for learning the second language.

*  Parental and community support and involvement are essential.

*  Teachers are able to understand, speak, and use with a high level of proficiency the language of instruction, whether it is their first or second language.

*  Teachers are well trained, have cultural competence and subject-matter knowledge, and continually upgrade their training.

*  Recurrent costs for innovative programs are approximately the same as they are for traditional programs, although there may be additional one-time start-up costs.

*  Cost benefit calculations can typically be estimated in terms of the cost savings to the education system, improvements in years of schooling, and enhanced earning potential for students with multiple language proficiency.

This entire article is one of 1,400 past Exchange articles that you can purchase in the "Exchange Online Articles" on the Exchange web site.  

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