Considering the critical role of the **Sensitive Period for Language**, what are the long-term cognitive costs for the **expatriate child** in a **bilingual Montessori program** where the linguistic input is necessarily asymmetrical due to the host environment’s dominance, and can the mathematical materials be strategically repurposed as a neutral third language to restore equilibrium to the child’s internalized conceptual framework?
The implementation of a **bilingual Montessori program** for children of **expatriate families** presents a formidable
