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Biliteracy is a greater and more complex form of literacy than monoliteracy. This paper provides a brief review of the research in the area of biliteracy in immersion contexts, and culminates by setting a research agenda for the coming decade. Three critical areas for research are identified: (1) creating a comprehensive theoretical framework for biliteracy development, (2) identifying and clarifying trajectories to biliteracy, and (3) developing better pedagogical practices to accelerate biliterate competencies and improve qualities of instruction.
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Hopewell et al. (2014) studied this question.
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