ABSTRACT
Investigations into biliteracy show some positive and negative influences during the language acquisition processes and usually reveal interesting outcomes in adults as well; these processes must be managed carefully. In dual-language classrooms, after five to six years of participation in a program, children develop special language ideologies. Computer-based systems of handwriting assessment use digitized tablets that allow a person to record and precisely score the process of handwriting. Scholars began to develop such systems in the 1980s. The computer-based system of evaluating handwriting allows us to analyze both theoretical issues of the structure of handwriting skill and practical-oriented problems, such as acquisition, development, and disturbances in handwriting skill. The challenges of bilingual education are partly due to the comparative difficulties of the linguistic systems of Finnish and Russian. Among Finnish-Russian bilinguals in the Finnish-Russian School, the Finnish-dominant bilinguals (FDBs) are placed in a separate class from the Russian-dominant bilinguals (RDBs).
