Agostini, V., Apperly, I. A., & Krott, A. (2025). Bilingual education enhances creative fluency
and flexibility over the first year of primary school. Bilingualism: Language and Cognition,
28, 728–739. (https://doi.org/10.1017/S1366728924000579)
Ali Akbari, N., & Nasiri Zarandi, Z. (2019). Bilingualism and methods of teaching Persian
language in elementary school. First Conference on Bilingualism and Education in Bazineh
Rood Region, Zanjan. (https://civilica.com/doc/904724/) [In Persian]
Arabi, A., & Soltani, A. (2018). Explanation of effective teaching and learning methods in
elementary bilingual areas from teachers’ perspectives. Teaching Research, 6 (1), 79–98.
(https://dor.isc.ac/dor/20.1001.1.24765686.1397.6.1.5.6) [In Persian]
Brahui Moghadam, N. M. (2020). Strategies for increasing readiness and language progress of
first-grade bilingual students. Educational Studies Quarterly, 6 (21), 118–129.
(https://sid.ir/paper/402142/fa) [In Persian]
Babiroudy, E., & Karimian, A. (2014). Globalization of culture and its effect on Iranian national
identity. International Relations Studies, 7 (28), 77–101. (https://sid.ir/paper/247524/fa) [In
Persian]
Calabria, M., Hernández, M., Cattaneo, G., Suades, A., Serra, S., Juncadella, M., & Costa, A.
(2020). Active bilingualism delays the onset of mild cognitive impairment. Neuropsychologia.
(https://doi.org/10.1016/j.neuropsychologia.2020.107528)
Cerda, V. R., Grenier, A. E., & Wicha, N. Y. Y. (2019). Bilingual children access multiplication
facts from semantic memory equivalently across languages: Evidence from the N400. Brain
and Language, 198, 1046–1050. (https://doi.org/10.1016/j.bandl.2019.104679)
Degirmenci, M., Grossmann, J., Meyer, P., & Teichmann, B. (2022). The role of bilingualism in
executive functions in healthy older adults: A systematic review. International Journal of
Bilingualism, 26 (4), 426–449. (https://doi.org/10.1177/13670069211051291)
Dashti, F., Mesrabadi, J., & Zavar, T. (2017). Profiles of monolingual and bilingual students based
on reading and writing problems. Journal of New Thoughts on Education, 13 (3), 187–210.
(https://doi.org/10.22051/jontoe.2017.6450) [In Persian]
Gallagher, M. A., & Scrivner, S. (2025). Teachers’ beliefs about language diversity and
multilingual learners: A systematic review of the literature. Review of Educational Research,
95(4), 822–861. (https://doi.org/10.3102/00346543241257533)
Grabe, W. (2010). Applied linguistics: A twenty-first-century discipline. In R. B. Kaplan (Ed.), The
Oxford handbook of applied linguistics (2nd ed., pp. 34–44).
(https://doi.org/10.1093/oxfordhb/9780195384253.001.0001)
Habibzadeh, Sh., Estaki, M., & Ghanbaripanah, A. (2022). Determining and comparing math
learning disorder symptoms in bilingual and monolingual students. Paramedical Sciences
and Rehabilitation Journal, 11 (3), 67–75. (https://sid.ir/paper/1042815/fa) [In Persian]
Hatemzadeh Arabi, E., Izadi, S., & Hashemi, S. (2019). Comparison of academic performance and
self-efficacy of bilingual and monolingual elementary students. Curriculum Planning
Research, 12 (44), 63–75. (https://sid.ir/paper/127317/fa) [In Persian]
Jahandideh, J., Arefi, M., & Khorasani, A. (2021). Multilingual education in Iranian schools:
Qualitative meta-analysis. School Administration, 9(1), 28–48. (
https://journals.uok.ac.ir/article_61860.html) [In Persian]
Kalantari, R. (2011). Theories, approaches, and models of bilingual education. In A. Khadivri, R.
Kalantari, & R. Rabavi (Eds.), Proceedings of the First Conference on Bilingualism and
Education (pp. 273–297). [In Persian]
Kaplan, R. B. (Ed.). (2010). The Oxford handbook of applied linguistics. Oxford University Press.
(https://doi.org/10.1093/oxfordhb/9780195384253.001.0001)
Karamati, H., Hasani, J., & Ziaei-Pour, R. (2018). The effect of bilingualism on language ability,
executive functioning, and self-perception (Master’s thesis). Kharazmi University. [In
Persian]
Kuru, O., İnanç, R., & Kuru, E. (2024). Opinions of primary school teachers providing education
to bilingual students. Journal of Education, Theory and Practice Research (EKUAD), 10 (3),
299–316. (https://doi.org/10.38089/ekuad.2024.198)
Lange, S. D., & Polat, S. (2025). Multilingualism from the perspective of primary school children:
A meta-synthesis study. Qualitative Research in Education, 14 (3), 176–197.
(https://doi.org/10.17583/qre.14812)
Lotfi, P., & Lotfi, M. (2019). The effect of bilingualism on students’ learning. First Conference on
Bilingualism in Gizanrud Region, Zanjan. [In Persian]
Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in
class: The relative importance of teachers and their interpersonal relations with students.
Learning and Instruction, 53, 109–119. (https://doi.org/10.1016/j.learninstruc.2017.07.011)
Mahini, F., & Mousavian, S. F. (2022). Lived experiences of elementary students and teachers in
Shadegan regarding bilingualism problems. Journal of Studies in Learning and Instruction,
14 (2), 239–257 (https://doi.org/10.22099/jsli.2023.6952) [In Persian]
Mikdeh, S., Samer, W., & Betuli, S. A. H. (2023). Thalamus and bilingualism: Evidence from
fMRI. Linguistics and Khorasani Dialects, 15 (3), 29–51.
(https://doi.org/10.22067/jlkd.2023.83396.1179) [In Persian]
Mohammadi, H., Hatami, J., Karmi Nouri, R., Mansouri, J., Moftakhari, D., & Khademi, H.
(2021). Comparing working memory performance of bilingual and monolingual students
with specific learning disabilities. Applied Psychology Research Quarterly, 11 (4), 165–179.
(https://doi.org/10.22059/japr.2021.294000.643394) [In Persian]
Moshkooh, Z., & Rezaei, S. (2021). Needs assessment of in-service training for teachers in District
2 of Tehran. Teaching Experiences, 1 (4), 111–136. [In Persian]
Mosavizadeh, M. M. (2018). Feasibility of bilingual Persian–Turkish curriculum planning in
elementary schools (Master’s thesis). University of Isfahan. [In Persian]
Piran, M., & Fallahi, R. (2019). Positive and negative effects of bilingualism in children's lives.
*4th International Conference on Advanced Research in Education, Psychology, and Social
Studies*, Tehran. (https://civilica.com/doc/919394/) [In Persian]
Scherzinger, L., & Brahm, T. (2023). A systematic review of bilingual education teachers’
competences. Educational Research Review, 39, 100531.
(https://doi.org/10.1016/j.edurev.2023.100531)
Solaymani Far, M., Haroon Rashidi, H., & Kazemian Moghadam, K. (2022). Comparing
emotional and cognitive creativity and flexibility among monolingual and bilingual students.
Journal of New Thoughts on Education, 18 (3), 69–83.
(https://doi.org/10.22051/JONTOE.2021.34474.3238) [In Persian]
Sun, H., Roberts, A. C., & Bus, A. (2022). Bilingual children’s visual attention while reading
digital picture books and story retelling. Journal of Experimental Child Psychology, 215,
1053–1058. (http://dx.doi.org/10.1016/j.jecp.2021.105327)
Tavakoli, Y., Rahmani, H., Tavakoli, R., & Tavakoli, A. (2021). Teacher’s role in motivating
academic achievement: A qualitative narrative inquiry. Teaching Experiences, 1 (4), 32–52.
(https://sid.ir/paper/127317/fa) [In Persian]
UNESCO. (2025). Languages matter: Global guidance on multilingual education. UNESCO.
(https://doi.org/10.54675/MLIO7101).
Velavi, P., Tameradi M., F., & Marashi, S. M. (2023). Teachers’ experiences teaching bilingual
students: A phenomenological study. Iranian Journal of Distance Education, 5 (1), 108–116.
(https://doi.org/10.30473/idej.2023.68834.1169) [In Persian]
Zad Ahmad Kelashi, Kh., Pirkhaefi, A., & Souri, A. (2021). Comparison of working memory,
creativity, and cognitive flexibility in bilingual and monolingual students. Research in
Learning, 8 (4), 82–95. (https://doi.org/10.30473/etl.2021.54016.3272) [In Persian]