). Like in the case where a person receives recognition as a good worker so will it be easier for him to develop a sense of belonging in such profession or kind of work.
Therefore, in order to maintain a community of professionals it is very important that it be accompanied by learning and the development of identity. At the same time, a lack of learning in the professional field can lead to feelings of doubt towards sense of belonging, for instance, whenever a small child does not learn how to play basketball as would be expected of him, the sense of belonging in the basketball team would be minimal, in himself and others (Coll & Falsafi 2010).
In all ways the systems of education require creating an environment where students can explore all ways in which they can make the most of opportunities through a learning process. There is a need for them to take into consideration the ways that made them become who they are as persons and learners in their different situations and the reason for their choices and actions (Coll , Falsafi. 2010).' The technologies related to the formation of the self refer to concrete actions and methodologies that make this exploration possible, like through talking, writing, engagements and collective reflection' (Foucault ,1988). However it is important that the students be provided with relevant doctrines that would support such exploration. In order to facilitate self reflection students can be provided with time and venues for reflections and also use of journals (Coll & Falsafi 2010).
Identity has been considered as an important topic the education of young and adult persons in different discipline is concerned (Creese et al. 2006; Gee 2000; Osguthorpe 2006). In the words of Hoffmann (2005:14) "identity has become the bread and butter of educational diet" whereas Wenger (1998:215) argued that "learning is an experience of identity". Wenger is also credited for having established the intrinsic relationship between learning and identity. Moreover, the identification of identity serves as an analytical aid in the context of education and that an investigation of identity construction of the students can help in understanding their educational experiences as well as academic results (Gee 2000; Sfard & Prusark 2005).
5- Bilingualism and Bilingual Education: Definition, Theory and Ideology
This section will define the concept of Bilingualism and discuss some of the theories that is related to the concept, by viewing two of the most important models of bilingualism ,which they are 'The Separate Underlying Proficiency 'and 'The Common Underlying Proficiency' , it is important to discuss the different theories about Bilingualism to have a close approach to understand how the human brain operates with two languages . Also the next part will view an example of a common challenge that faces bilingual students , and it will present a research that was made to measure the Bilingual literacy development for 3 students .
Bilingualism is the ability for a person to speak two languages, and the ability to speak more than two languages is identified as ' Multilingualism'. Grosjean (2010) defined bilingualism by emphasis on the Regular use of languages rather than fluency in every day '' Bilinguals are those who use two or more languages (or dialects) in their every day lives'' (Baker,2011).While there has been many arguments that a bilingual person should speak the two languages in the same fluency or in a balanced level , and this can be explained in the 'Balance Theory' this theory argue that in the brain there are rooms for language in the brain and the 'Monolanguage' (The first language) is bigger than the second language , so when a person receive data in the Monolanguage it won't be transferred to the second language according to Cummins (1980), who defined this idea as the 'Separate Underlying Proficiency Model of bilingualism' , he explained this term by picturing two'' languages operating separately without transfer to one another and with restricted amount of room for languages '' (Baker,2011). Th