 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 difficulties does bilingual students struggle with.
In the beginning of this dissertation a general view was presented about the reason of focusing on identity developing for bilingual secondary school students , because it is the most critical period in peoples life , it's the period when a person start to form a sense of belonging and self-awareness , and facing any kind of challenge in this period can affect their process to build and form a stable balanced identity. But in the case of Bilingual students the effect of issues in the secondary school can be much more difficult and complicated , because of their cultural background and language differences . Also it is important to note that one of the main goals of education is to promote equality of opportunity in learning, and support all students' self- identity through learning regardless of any kind of differences .For that reason there was a necessitate to present and review the important informational background about the topic .Starting with defining the key terms of the subject ,which are 'Bilingualism' and 'Identity' in a general and educational context to build a static informational background to be the first threshold to inter the deep aspects to understand bilingual students experience of school .Therefore the topic of this dissertation is the main challenge that affects bilingual students' identity development and causes identity disorders, it is an attempt to make a clear approach to the most crucial aspect that cause to hold back the students from benefitting from their bilingualism as an element of success , and to uncover the best ways to overcome this challenge to a achieve the main goal of education which is boosting the students developmental process to the highest level they can reach .