Multilingualism is not limited to certain areas in Iran. This indicates a significant message for education and pedagogy designers to pay special attention to bilingual learners. On their arrival at school, non-Persian students do not find any trace of their first language (L1/native language/mother tongue) in the formal Persian curriculum because the organization of the material is based on Persian, which fails to create any connection with the students’ previous experiences. Informal communication can be established through the first language (L1). Such a dissociation between the formal language of the school and the learners’ informal L1 hinders the process of self-motivated communication. Until 1960, bilingualism was considered an obstacle in the educational development of the children. In this vein, scholars argued that bilingual children had a weaker performance in comparison to monolingual children. However, contemporary research shows that childhood bilingualism can strengthen linguistic and non-linguistic abilities. Most researchers believe that a child is able to reach relative proficiency in two languages if the learning of the two languages is continued in parallel with each other and is proportionate to the mental and educational abilities of the learner. In such cases, each language can enrich the other and the skills learnt in one language can be transformed and generalized into the learning of the other language. However, in Iran, bilingual children at the age of 6-7 years old must learn Persian (Farsi) as their second language. Given the research on linguistic abilities and the linguistic competence threshold hypothesis, it is clear that bilingual children ought to reach the linguistic competence threshold first, which necessitates appropriate educational opportunities and efficient learning conditions.