In today’s world, to be multilingual is a must. Both monolingual countries and multilingual countries are searching for information on how to help their citizens to become bilingual or even multilingual. This paper provides general guidance on implementing bilingual education in schools in developing countries, in particular the aspect of the criticality of learning to read. The central question of this paper is when and what time can children successfully transition to learning and reading in a second language or third language? ‘When’ refers to a threshold level that allows them to benefit from education through the second language. ‘What time’ refers to the length of time it takes the children to acquire that threshold level.
The resource file below is a compilation of all 3 presentations from the "Language Ability and Learning in Multilingual Environments" panel session hosted by the Global Reading network: