"Often the language adopted for the bilingual program for children is the language of their nationality or is the written language, but is not necessarily the language that the child uses at home. The result is they are in fact having to learn a third language. Examples include Turkish Kurds being placed in a a Turkish mother tongue class, when in fact they speak Kurdish; Arabic that students must use in class is academic and not reflective of the region that the child comes from. Omani Arabic is distinct from Saudi or Qatari or Libyan Arabic. Within the Chinese, there is Mandarin and Cantonese, but many Chinese homes use a regional dialect. So, it could simply be easier to provide ELL classes for these students."