 challenges especially because in most of cases they're living in a foreign country and they attend schools that teaches in a different language than their mother language. There are some basic issues and difficulties most of bilingual students faces , and one of the most common issues literacy difficulties, which is the most common challenge for students in the early years of education, but what many parents don't realize is that literacy issues affects their children in many ways not just academically but it can shake their confidence and the way they think about themselves, while it could cause a confusion of identity later on in the years of teenage during the period of secondary school , because all the child's experiences in education are connected and each experience leaves a mark in an area of his/her life , it reaches the child's personality and social life . All the experiences in students lives are like a long chain , they are connected and attached strongly to each other , they shapes students personalities and abilities, and it lead them to develop by depending on the experiences they gain socially and educationally , these social and educational experiences cannot be separated , and each part affects the other directly .Meanwhile all experiences of a child become the frame which he/she form his/her character and identity within . Therefore it is necessary to discuss bilingual education to detect the whole aspects that affects bilingual students' learning process.
Bilingual literacy is an significant subject which many researchers investigated and discussed ,they focused on the process of bilingual students to reach the level of mastering more than one language . One of the researches that was made in this propose is the International PIRLS- study in Norway, the project focused on bilingual literacy and linguistic performance in two languages. The project focused on three students , all 10 years old when the project started and all born in Norway and bilingual in English and Norwegian . The main area of the study was reading literacy in the national language (which in this case is Norwegian), and writing and speaking in two languages. Wagner and Uppstad (2005) explained the method that was used to collect narratives and useful data for this study . The tool that was used is a 8 picture story (Space Story) , the 3 students were shown the pictures one by one , and they were asked to take a good look at each one of the pictures , when they're done they can move to the next picture and they were given the all the time they need , while there is no aid or guidance , the students than start to write a story depending on the pictures they observe , they write on a keyboard. In the first writing attempt the students wrote their stories in Norwegian, than after a 5 minutes break they write about the same picture in the other language which is English. After 6 months the students were asked to write again the same story but this time in English,'' By this design we carry out assumptions and predictions of a hypothetical bilingual student whose strongest language is considered to be Norwegian. Capital letters indicate major effort, while ordinary letters indicate minor effort'' (Wagner, Uppstad, 2005) . The purpose of this method is to measure the students ability to formulate their thoughts and ideas in their strongest language ( Norwegian) , than the most challenging task is asking the students to write the same story in their weaker language (English), the struggle for the students is that they already arranged their thoughts and structured their story in their strongest language, which they have a wider range of vocabulary to use in it , and then they have to reform their thoughts and structure to re-write the story in another language which they are not strong at it like their first language (Ibid). This method of researching bilingual abilities could be considered as an accurate method to measure the dimensions of both languages' development , also it could help in giving a better understanding to what kind of di