Artículos de revistas sobre el tema "Bilingualism in children"
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Tian, Fangjing, Yuan Lan, Qingyang Li y Wen Yang. "The Effect of Bilingualism on Children's Creative Thinking of Cognitive Functioning: Evidence from Chinese Native Speaker". Lecture Notes in Education Psychology and Public Media 48, n.º 1 (17 de mayo de 2024): 25–32. http://dx.doi.org/10.54254/2753-7048/48/20231453.
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This essay investigates the impact of bilingualism, specifically learning English as a second language, on the creative thinking of Chinese-speaking children. Bilingualism's influence on cognitive functioning, particularly creative thinking, has been widely debated, with studies showing varying results. The study includes Chinese monolinguals and Chinese-English bilinguals from different age groups, with the aim of exploring potential differences in creative thinking between the two groups. To assess creative thinking, a battery of standardized creativity tests adapted to the Chinese language and culture is used, including linguistic, figural, and ideational tasks. The results are analyzed using a mixed-method approach, considering the effects of bilingualism, age-related changes, and task-specific differences. Expected outcomes may include identifying a bilingual advantage in certain aspects of creative thinking, age-related variations in creative thinking skills, and task-specific disparities. This research provides insights into the complex relationship between bilingualism, cognitive functioning, and creative thinking, particularly within the context of Chinese-speaking children. The findings have implications for educational practices, curriculum development, and language learning strategies, highlighting the importance of considering language and culture when studying the impact of bilingualism on cognitive functioning and creative thinking. This study emphasizes the significance of investigating the effects of specific language pairs on cognition and creative thinking, shedding light on the potential advantages and challenges associated with bilingualism.
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KORMI-NOURI, REZA, ALI-REZA MORADI, SHAHRAM MORADI, SAEED AKBARI-ZARDKHANEH y HAEDEH ZAHEDIAN. "The effect of bilingualism on letter and category fluency tasks in primary school children: Advantage or disadvantage?" Bilingualism: Language and Cognition 15, n.º 2 (6 de octubre de 2010): 351–64. http://dx.doi.org/10.1017/s1366728910000192.
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The aim of the current study was to examine the effects of bilingualism on letter and category fluency tasks. Participants were 1,600 monolingual and bilingual children from three cities in Iran: Tehran (Persian monolinguals), Tabriz (Turkish–Persian bilinguals), and Sanandaj (Kurdish–Persian bilinguals). We separately presented nine Persian letters and thirty-one categories to the participants, and asked them to generate as many words as possible using each of these initial letters and categories within a maximum of three minutes. Bilingual children generated more words than monolingual children in the letter fluency task; this effect was more pronounced in Grade 1 and for Turkish–Persian bilinguals. However, Persian monolinguals generated significantly more words than both bilingual groups in the category fluency task. Thus, bilingualism can be of both advantage and disadvantage, and produce a dissociative effect. We discuss the results on the basis of the specific nature and different cognitive demands of letter and category fluency tasks. We suggest that the degree of language proficiency of bilinguals should be considered as an important variable in future research on bilingualism.
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Vender, Maria y Chiara Melloni. "Phonological Awareness across Child Populations: How Bilingualism and Dyslexia Interact". Languages 6, n.º 1 (28 de febrero de 2021): 39. http://dx.doi.org/10.3390/languages6010039.
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Phonological awareness is a complex and multifaceted skill which plays an essential role in the development of an individual’s language and literacy abilities. Phonological skills are indeed dramatically impaired in people with dyslexia, at any age and across languages, whereas their development in bilinguals is less clear. In addition, the interaction between bilingualism and dyslexia in this domain is still under-investigated. The aim of this paper is to provide new experimental evidence on this topic by exploring the phonological competence in Italian of monolingual and bilingual children with and without dyslexia. To this purpose, we developed three tasks, assessing nonword repetition, rhyme detection and spoonerisms, which we administered to 148 10-year-old children in two distinct studies. In Study 1, we found that two groups of L2 Italian typically developing bilinguals, having either Arabic or Romanian as L1, performed similarly to Italian monolinguals in all measures, pointing to absence of both bilingualism-related and L1-related effects in these tasks. In Study 2, we administered the same tasks to four groups of children: Italian monolinguals with dyslexia, Italian monolingual typically developing children, L2 Italian bilinguals with dyslexia and L2 Italian bilingual typically developing children. Results showed that children with dyslexia, both monolingual and bilingual, exhibited significantly more difficulties than typically developing children in all three tasks, whereas bilinguals, consistent with Study 1, performed similarly to their monolingual peers. In addition, no negative effects of bilingualism in dyslexia were found, indicating that being bilingual does not provide additional difficulties to children with dyslexia.
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Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois y Li Wei. "Early childhood bilingualism: effects on brain structure and function". F1000Research 9 (15 de mayo de 2020): 370. http://dx.doi.org/10.12688/f1000research.23216.1.
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Growing up in a bilingual environment is becoming increasingly common. Yet, we know little about how this enriched language environment influences the connectivity of children’s brains. Behavioural research in children and adults has shown that bilingualism experience may boost executive control (EC) skills, such as inhibitory control and attention. Moreover, increased structural and functional (resting-state) connectivity in language-related and EC-related brain networks is associated with increased executive control in bilingual adults. However, how bilingualism factors alter brain connectivity early in brain development remains poorly understood. We will combine standardised tests of attention with structural and resting-state functional magnetic resonance imaging (MRI) in bilingual children. This study will allow us to address an important field of inquiry within linguistics and developmental cognitive neuroscience by examining the following questions: Does bilingual experience modulate connectivity in language-related and EC-related networks in children? Do differences in resting-state brain connectivity correlate with differences in EC skills (specifically attention skills)? How do bilingualism-related factors, such as age of exposure to two languages, language usage and proficiency, modulate brain connectivity? We will collect structural and functional MRI, and quantitative measures of EC and language skills from two groups of English-Greek bilingual children - 20 simultaneous bilinguals (exposure to both languages from birth) and 20 successive bilinguals (exposure to English between the ages of 3 and 5 years) - and 20 English monolingual children, 8-10 years old. We will compare connectivity measures and attention skills between monolinguals and bilinguals to examine the effects of bilingual exposure. We will also examine to what extent bilingualism factors predict brain connectivity in EC and language networks. Overall, we hypothesize that connectivity and EC will be enhanced in bilingual children compared to monolingual children, and each outcome will be modulated by age of exposure to two languages and by bilingual language usage.
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Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois y Li Wei. "Early childhood bilingualism: effects on brain structure and function". F1000Research 9 (4 de noviembre de 2020): 370. http://dx.doi.org/10.12688/f1000research.23216.2.
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Growing up in a bilingual environment is becoming increasingly common. Yet, we know little about how this enriched language environment influences the connectivity of children’s brains. Behavioural research in children and adults has shown that bilingualism experience may boost executive control (EC) skills, such as inhibitory control and attention. Moreover, increased structural and functional (resting-state) connectivity in language-related and EC-related brain networks is associated with increased executive control in bilingual adults. However, how bilingualism factors alter brain connectivity early in brain development remains poorly understood. We will combine standardised tests of attention with structural and resting-state functional magnetic resonance imaging (MRI) in bilingual children. This study will allow us to address an important field of inquiry within linguistics and developmental cognitive neuroscience by examining the following questions: Does bilingual experience modulate connectivity in language-related and EC-related networks in children? Do differences in resting-state brain connectivity correlate with differences in EC skills (specifically attention skills)? How do bilingualism-related factors, such as age of exposure to two languages, language usage and proficiency, modulate brain connectivity? We will collect structural and functional MRI, and quantitative measures of EC and language skills from two groups of English-Greek bilingual children - 20 simultaneous bilinguals (exposure to both languages from birth) and 20 successive bilinguals (exposure to English between the ages of 3 and 5 years) - and 20 English monolingual children, 8-10 years old. We will compare connectivity measures and attention skills between monolinguals and bilinguals to examine the effects of bilingual exposure. We will also examine to what extent bilingualism factors predict brain connectivity in EC and language networks. Overall, we hypothesize that connectivity and EC will be enhanced in bilingual children compared to monolingual children, and each outcome will be modulated by age of exposure to two languages and by bilingual language usage.
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Morett, Laura M. "The Influence of Tonal and Atonal Bilingualism on Children’s Lexical and Non-Lexical Tone Perception". Language and Speech 63, n.º 2 (12 de marzo de 2019): 221–41. http://dx.doi.org/10.1177/0023830919834679.
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This study examined how bilingualism in an atonal language, in addition to a tonal language, influences lexical and non-lexical tone perception and word learning during childhood. Forty children aged 5;3–7;2, bilingual either in English and Mandarin or English and another atonal language, were tested on Mandarin lexical tone discrimination, level-pitch sine-wave tone discrimination, and learning of novel words differing minimally in Mandarin lexical tone. Mandarin–English bilingual children discriminated between and learned novel words differing minimally in Mandarin lexical tone more accurately than their atonal–English bilingual peers. However, Mandarin–English and atonal–English bilingual children discriminated between level-pitch sine-wave tones with similar accuracy. Moreover, atonal–English bilingual children showed a tendency to perceive differing Mandarin lexical and level-pitch sine-wave tones as identical, whereas their Mandarin–English peers showed no such tendency. These results indicate that bilingualism in a tonal language in addition to an atonal language—but not bilingualism in two atonal languages—allows for continued sensitivity to lexical tone beyond infancy. Moreover, they suggest that although tonal–atonal bilingualism does not enhance sensitivity to differences in pitch between sine-wave tones beyond infancy any more effectively than atonal–atonal bilingualism, it protects against the development of biases to perceive differing lexical and non-lexical tones as identical. Together, the results indicate that, beyond infancy, tonal–atonal bilinguals process lexical tones using different cognitive mechanisms than atonal–atonal bilinguals, but that both groups process level-pitch non-lexical tone using the same cognitive mechanisms.
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Jakoniuk-Diallo, Anna y Martyna Bączyk. "Dwujęzyczność a opóźnienie poznawczych objawów demencji". Studia Edukacyjne, n.º 63 (15 de noviembre de 2021): 7–19. http://dx.doi.org/10.14746/se.2021.63.1.
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Bilingualism is a topic that is most often discussed in the context of raising and working with children. However, the role that bilingualism plays in adulthood and late adulthood is underestimated in the literature. At this stage of life, some people may develop the first symptoms of neurodegenerative diseases, mainly associated with memory and communication disorders. The article briefly introduces the most common causes of dementia symptoms and then discusses bilingualism in several, closely related aspects. The publication contains information on the impact of bilingualism on delaying the symptoms of dementia and triggers of this phenomenon. The creativity of bilinguals and the unique impact of bilingualism on working memory and executive control are addressed.
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Blom, Elma y Tessel Boerma. "Effects of language impairment and bilingualism across domains". Linguistic Approaches to Bilingualism 7, n.º 3-4 (7 de marzo de 2017): 277–300. http://dx.doi.org/10.1075/lab.15018.blo.
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Abstract Purpose: This study examined the effects of language impairment (LI) and bilingualism across vocabulary, morphology and verbal memory in a sample of children learning Dutch. Methods: Children (MAGE = 71 months) were assigned to a monolingual group with typical development (TD) (n = 30), bilingual TD (n = 30), monolingual LI (n = 30) or bilingual LI group (n = 30). Vocabulary was measured with the Peabody Picture Vocabulary Test, morphology with the Taaltoets Alle Kinderen, verbal short-term (VSTM) and working memory (VWM) with forward and backward digit span tasks. Results: Language knowledge (vocabulary, morphology) was affected by LI and bilingualism. Language processing (VSTM, VWM) was influenced by LI only. When language knowledge was controlled, the bilinguals outperformed the monolinguals on VSTM and VWM when TD and LI were collapsed. Bilingualism aggravated the effects of LI for vocabulary. Conclusions: Bilingualism may create a risk for the vocabulary knowledge of children with LI, but might be beneficial for their verbal memory.
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Apriana, Aulia y Adi Sutrisno. "Bilingualism in Indonesian Children's Language Acquisition". Journal of Language and Literature 22, n.º 2 (26 de septiembre de 2022): 458–65. http://dx.doi.org/10.24071/joll.v22i2.4195.
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Language acquisition and development are two important phases in a child’s life. Hundreds of ideas have been tested to build a scientific explanation for how children may understand and produce the languages of their environment. Language intake, exposure volume and duration, and grammatical complexity all appear to have a role in influencing children's language development. These intricacies become even more complicated as children differ greatly from one another. It's on top of the several languages the children pick up along the route. Some children speak only one language (monolingual), whereas others speak multiple languages (bilingual). Apart from the endless debate about whether being bilingual is a blessing or a curse, it is fascinating to study how those children finally end up being bilinguals, either through acquisition or learning. Therefore, this article aims at portraying the phenomenon of bilingualism in Indonesian children’s language acquisition by looking at the strengths and weaknesses of being bilinguals, the important factors in second language acquisition and learning, and the strategies for second language acquisition and learning. In conclusion, to be bilingual, a child has undergone a very long process. Even though some experts are still debating whether bilingualism is beneficial or even harmful for their cognitive, psychological, and linguistic competence, children nowadays are created to be bilinguals even since they were born. As a result, those children grow up as multilingual children who are ready to cope with the dynamic of the environmental changes around them.
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Betivu, Alexandra-Denisa. "Learning a Foreign Language in the Context of Immersion". Educatia 21, n.º 25 (30 de noviembre de 2023): 355–63. http://dx.doi.org/10.24193/ed21.2023.25.40.
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The following thesis aims to discover how the language acquisition process develops in preschoolers when learning two languages, in the immersion context, as early bilinguals. This article applies and combines knowledge and theories from education, linguistics, psycholinguistics, and the study of bilingualism. Throughout the paper, basic notions about bilingualism and the development of early bilingualism in the case of immersion preschoolers and dominant theories were presented. The methods used to discover this thesis's specific responses were a questionnaire and an interview. Those methods were used on three children, born in the country of immersion and learning both the minority and majority language. The respondents were the parents and preschool teachers of these children.
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Knol, М. "The problem of the formation and functioning of bilingualism in the family and society". Bulletin of the Karaganda university Pedagogy series 110, n.º 2 (30 de junio de 2023): 177–82. http://dx.doi.org/10.31489/2023ped2/177-182.
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The article determines the conceptualization of “bilingualism” as a common phenomenon. The importance of this disputed point in the state of new multicultural sovereign state is emphasized. A minor overview of the scientific guidance is given in which the occasion of bilingualism is studied. The advantageous and opposite points of opinion of bilingualism researchers are considered, likewise as the contemporary attitude to this problem. Special importance is given to the formation of bilingualism in the family. Accomplishable variation of family bilingualism, age-related dilemma of bilinguals and ways to clear up them are considered. The article fix up with provision methodological recommendations for successfully overcoming difficulties in the upbringing of bilingual children. The article furthermore exposes the conceptualization of bilingualism and bilingual families, investigates the denotation and the role of bilingualism in the development of a kid in contemporary society, tells about the positive and negative sides of bilingualism in a child, the characteristic of the psychical organization of bilingual education.
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VERHAGEN, JOSJE, HANNA MULDER y PAUL P. M. LESEMAN. "Effects of home language environment on inhibitory control in bilingual three-year-old children". Bilingualism: Language and Cognition 20, n.º 1 (18 de septiembre de 2015): 114–27. http://dx.doi.org/10.1017/s1366728915000590.
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Previous studies have shown effects of bilingualism on inhibitory control in preschool children. However, these effects only held for ‘conflict tasks’, and not delay of gratification tasks, and other domains of executive functioning were not investigated. For older children, previous studies have found relationships between bilinguals’ advantages and home language environment. This study investigates effects of bilingualism and bilingual home language environment on executive functioning in three-year-old children. 200 bilingual and 829 monolingual three-year-olds performed tasks of inhibitory control, working memory, and selective attention. Home language environment characteristics were assessed through a parental questionnaire. The bilinguals outperformed the monolinguals on a conflict task only, and this effect was very small. Further analyses showed broader effects on inhibitory control that were related to home language environment: Bilinguals whose parents spoke different languages outperformed bilinguals whose parents spoke the same language on both the conflict task and a delay of gratification task.
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Schwartz, Mila, Esther Geva, David L. Share y Mark Leikin. "Learning to read in English as third language". Written Language and Literacy 10, n.º 1 (30 de octubre de 2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.
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The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.
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Boerma, Tessel, Merel van Witteloostuijn y Elma Blom. "Nonverbal Switching Ability of Monolingual and Bilingual Children with and without Developmental Language Disorder". Languages 7, n.º 2 (28 de abril de 2022): 108. http://dx.doi.org/10.3390/languages7020108.
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Bilingualism is associated with enhanced switching skills, while a developmental language disorder (DLD) may negatively impact switching ability. However, both studies with bilinguals as well as studies including children with DLD have revealed mixed results. Moreover, the interaction of bilingualism and DLD has not been addressed and the origin of the stronger or weaker switching performance is unknown. The current study aimed to fill these gaps. Monolingual and bilingual children with and without DLD (n = 32 in each of the four groups) completed a nonverbal color/shape switching task when they were 7 to 8 years old, and a Continuous Performance Task two years earlier. The latter tapped into their response inhibition and sustained attention skills, which may underlie switching ability. No differences between monolinguals and bilinguals were found on the switching task. Children with DLD had higher mixing costs than peers without DLD, which was driven by differences in sustained attention skills. These results add to the body of research indicating that the cognitive advantages of bilingualism are unstable. Additionally, the results substantiate the hypothesis that attention processes are foundational for complex cognitive skills, such as switching, and suggest cascading effects for children with weaker attention skills, such as children with DLD.
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Vender, Maria, Mirta Vernice y Antonella Sorace. "Supporting Bilingualism in Vulnerable Populations". Sustainability 13, n.º 24 (14 de diciembre de 2021): 13830. http://dx.doi.org/10.3390/su132413830.
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Although bilingualism is generally appraised and supported by society, many more doubts arise when it comes to children suffering from neurodevelopmental disorders. The concern that the exposure to two languages might deteriorate the linguistic development of children, together with the advice to simplify the linguistic environment and to adopt a monolingual approach, leads many families to abandon their home language and sacrifice bilingualism. Scientific research, however, has shown that this fear is ungrounded and that children with developmental disorders can become successful bilingual speakers, if they are provided with appropriate linguistic exposure. The aim of this paper is that of providing a state-of-the-art of the literature on this topic, by reviewing studies conducted on the interaction between bilingualism and neurodevelopmental disorders, focusing in particular on the interaction between bilingualism and developmental language disorder (DLD), developmental dyslexia and autism spectrum disorder. We discuss issues related to the early identification of DLD and dyslexia among bilinguals and we report the results of studies showing that bilingualism does not exacerbate the difficulties of children with developmental disorders, but on the contrary it can be beneficial for them, at the cognitive, linguistic and socio-cultural level. Finally, we provide some recommendations for parents, educators and practitioners, focusing on the importance of supporting the family language in all of its components, including literacy, for a complete and harmonic bilingual growth.
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POARCH, GREGORY J. "What bimodal and unimodal bilinguals can tell us about bilingual language processing." Bilingualism: Language and Cognition 19, n.º 2 (1 de julio de 2015): 256–58. http://dx.doi.org/10.1017/s136672891500036x.
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In their review, Emmorey, Giezen and Gollan (Emmorey, Giezen & Gollan) contrast bimodal bilinguals (individuals who are fluent in a signed and a spoken language) and unimodal bilinguals (individuals fluent in two spoken languages) to highlight the implications of bimodal bilingualism for language processing, the cognitive effects of bilingualism, and the neural organization of languages. For this purpose, the authors focus on the evidence for language mixing in bimodal bilinguals (so-called ‘code-blends’) by hearing children of deaf parents and explore how language co-activation and control differentially impacts the processing of languages compared to unimodal bilinguals. The sustained controlling of two languages from differing modalities in bimodal bilinguals, according to the authors, may lead to modality-specific cognitive advantages in contrast to unimodal bilinguals.
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Mouw, Ted y Yu Xie. "Bilingualism and the Academic Achievement of First- and Second-Generation Asian Americans: Accommodation with Or without Assimilation?" American Sociological Review 64, n.º 2 (abril de 1999): 232–52. http://dx.doi.org/10.1177/000312249906400207.
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Recent scholarship claims that bilingualism has a positive effect on the academic achievement of immigrant children. According to this perspective, growing up speaking two languages is beneficial because it stimulates cognitive development and allows immigrants a means of resisting unwanted assimilation. Immigrant children who are fluent bilinguals can use their native-language ability to maintain beneficial aspects of their ethnic culture while accommodating to the linguistic demands of an English-speaking society. Using data on first- and second-generation Asian American students from the 1988 National Educational Longitudinal Study, we test for these hypothesized effects of bilingualism. We find no evidence that bilingualism per se has a positive effect on achievement. Instead, speaking a native language with parents has a temporary positive effect if the parents are not proficient in English. These results indicate that the academic importance of bilingualism is transitional: The educational benefits of delaying linguistic assimilation exist only before immigrant parents achieve a moderate level of English-language proficiency.
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Laloi, Aude, Jan de Jong y Anne Baker. "Can executive functioning contribute to the diagnosis of SLI in bilingual children?" Linguistic Approaches to Bilingualism 7, n.º 3-4 (7 de marzo de 2017): 431–59. http://dx.doi.org/10.1075/lab.15020.lal.
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Abstract Language tests often fail to diagnose specific language impairment (SLI) in bilinguals due to the confounding impact of SLI and bilingualism on language. The present study focuses on the contribution of executive functioning to the diagnosis of SLI in bilinguals. Performance of monolingual and bilingual children with and without SLI on a task tapping response inhibition was assessed. Results revealed a negative effect of SLI but no effect of bilingualism. The diagnostic accuracy of the task was also estimated. Sensitivity and specificity were low, suggesting that response inhibition could not be considered as a reliable clinical marker of SLI. Although the results at the group level showed that children with SLI seemed more at risk than their typically-developing peers for a deficit in response inhibition, our results on diagnostic accuracy challenge the hypothesis of a relationship between deficits in language and deficits in inhibition in children with SLI.
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Anjarini, Tyas Putri, Deli Nirmala y Catur Kepirianto. "The Debate upon Acquiring Bilingualism Brings Excessive Advantages or Burdensome to Young Learners". Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 4, n.º 1 (8 de julio de 2020): 27–32. http://dx.doi.org/10.14710/culturalistics.v4i1.8189.
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Nowadays, controversy of bilingual education system program still exist. Bilingualism remains as an issue particularly whether or not it is appropriate to be taught for young learners. Learning two languages in the same time is seen to create damaging effect into confusion for children in their age. In spite of the criticism, there are advantages which is offered from bilingual education. Seeing on how bilinguals have good deals as across many aspects such as cognitive control and linguistic knowledge whose the learners are better in problem solving and high order thinking skills, the purpose of the study is going to focus on how bilingualism is suitable or not to learn for young learners. Since young learners are in the golden age to acquire new language, linguistic knowledge and cognitive skills are effective enough to be taught. Therefore, the study focuses more on the discussion of previous research on whether or not bilingualism give difficulties or advantages to children. It will discuss by introducing English to young learners who will meet benefits or problems of bilingualism in early childhood. Keywords: Bilingual education; bilingualism; young learners; second language; early childhood.
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Oshchepkova, Ekaterina S., Arina N. Shatskaya, Marfa I. Dedyukina, Vera A. Yakupova y Maria S. Kovyazina. "The Relationship Between Cognitive Flexibility, Bilingualism and Language Production: Evidence from Narrative Abilities in Senior Preschoolers from the Republic of Sakha (Yakutia)". RUDN Journal of Language Studies, Semiotics and Semantics 13, n.º 1 (31 de marzo de 2022): 125–43. http://dx.doi.org/10.22363/2313-2299-2022-13-1-125-143.
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Bilingualism remains one of the key agents of influence on cognitive and language development of a child. Recently, this phenomenon became the focus of research attention. On the one hand, it can be explained by the active migration processes occurring on a global level. On the other hand, the influence of bilingualism over childrens cognitive and language development is still quite a divisive issue. This study is aimed to explore, which phenomenon is more associ-ated with the language development, - the fact of a childs bilingualism or his/her level of execu-tive functions development. 380 children from a bilingual Russian region participated in this re-search. The final sample consisted of 279 6-7-year-old subjects without deviations in their cogni-tive and language development. There were 181 monolingual children and 98 bilinguals. Age, gender and non-verbal intelligence were controlled. Average age equaled to 6.65 years (SD = 0.37). The study demonstrated that the differences revealed in the language development of mono- and bilingual children were related mostly to lexical and grammatical aspects and didnt intervene with the macrostructure of the narrative. In regard to the influence of executive functions, the role of cognitive flexibility turned out to be an essential element from the perspective of the difference in mono- and bilingual childrens language development. As a whole, the study results allow drawing a conclusion that the development of cognitive flexibility contributes to a more efficient simultaneous mastering of two languages.
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Oshchepkova, Ekaterina S., Arina N. Shatskaya, Marfa I. Dedyukina, Vera A. Yakupova y Maria S. Kovyazina. "The Relationship Between Cognitive Flexibility, Bilingualism and Language Production: Evidence from Narrative Abilities in Senior Preschoolers from the Republic of Sakha (Yakutia)". RUDN Journal of Language Studies, Semiotics and Semantics 13, n.º 1 (31 de marzo de 2022): 125–43. http://dx.doi.org/10.22363/2313-2299-2022-13-1-125-143.
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Bilingualism remains one of the key agents of influence on cognitive and language development of a child. Recently, this phenomenon became the focus of research attention. On the one hand, it can be explained by the active migration processes occurring on a global level. On the other hand, the influence of bilingualism over childrens cognitive and language development is still quite a divisive issue. This study is aimed to explore, which phenomenon is more associ-ated with the language development, - the fact of a childs bilingualism or his/her level of execu-tive functions development. 380 children from a bilingual Russian region participated in this re-search. The final sample consisted of 279 6-7-year-old subjects without deviations in their cogni-tive and language development. There were 181 monolingual children and 98 bilinguals. Age, gender and non-verbal intelligence were controlled. Average age equaled to 6.65 years (SD = 0.37). The study demonstrated that the differences revealed in the language development of mono- and bilingual children were related mostly to lexical and grammatical aspects and didnt intervene with the macrostructure of the narrative. In regard to the influence of executive functions, the role of cognitive flexibility turned out to be an essential element from the perspective of the difference in mono- and bilingual childrens language development. As a whole, the study results allow drawing a conclusion that the development of cognitive flexibility contributes to a more efficient simultaneous mastering of two languages.
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Amaal Ali. "Effect of Bilingualism on Cognitive Development in Children Review Article". ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 62, n.º 4 (14 de diciembre de 2023): 387–404. http://dx.doi.org/10.36473/ujhss.v62i4.2278.
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Bilingualism has become an increasingly common phenomenon in today’s globalized world, with many children growing up exposed to two or more languages. As a result, there has been growing interest among researchers in understanding the impact of bilingualism on thinking development in young and children. Some studies confirmed that bilingualism can have a positive effect on children’s perception cognitive development, particularly in the zones of attention control, Operational memory, and cognitive flexibility. Dual-language learners may also have better Planning and organization skills, such as task-switching and inhibitory control, compared to monolingual children. These cognitive advantages may be due to the cognitive demands of managing two languages, which can lead to increased cognitive flexibility and problem-solving skills. Research also indicates that bilinguals may experience interference or facilitation effects in lexical access, depending on the degree of overlap between the two languages. However, other studies have failed to find a significant effect of bilingualism on cognitive development. Some researchers suggest that the there is a strong relationship between bilingual individuals and their cognitive development which may depend on a variety of factors, such as the age at which a child begins to learn a second language , and the amount he learns from each language , socio-economic background of the child and, level of proficiency that a person has in each language can affect their cognitive and linguistic abilities. Despite mixed guidance, potential benefits of bilingualism on cognitive development have important implications for both policy and education. Those in charge should consider designing specific educational programs for children from linguistically diverse backgrounds to help enhance their cognitive development.
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Stefànik, Jozef. "Intentional Bilingualism in Children". Human Affairs 6, n.º 2 (1 de diciembre de 1996): 135–41. http://dx.doi.org/10.1515/humaff-1996-060205.
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Meir, Natalia. "Effects of Specific Language Impairment (SLI) and bilingualism on verbal short-term memory". Linguistic Approaches to Bilingualism 7, n.º 3-4 (2 de febrero de 2017): 301–30. http://dx.doi.org/10.1075/lab.15033.mei.
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Abstract The current study assessed independent and combined effects of SLI and bilingualism on tasks tapping into verbal short-term memory (vSTM) with varying linguistic load in two languages (Russian and Hebrew). The study explored the extent to which the presence of SLI is related to limited vSTM storage and bilingualism is associated with reduced vocabulary size. A total of 190 monolingual and bilingual children aged 5;5–6;8 participated in the current study: 108 sequential Russian-Hebrew bilinguals (18 with SLI), 48 Hebrew monolinguals (13 with SLI) and 34 Russian monolinguals (14 with SLI). Children performed three repetition tasks: forward-digit span (FWD), non-word repetition (NWR) and sentence repetition (SRep); bilingual children were tested in both of their languages. Results indicated a negative effect of SLI on all experimental tasks tapping into vSTM. The effect of SLI rose as a function of increased linguistic load. Regarding bilingualism, no effect was found on the measure of vSTM with the lowest linguistic load (FWD), while its effect was robust once the linguistic load was increased (SRep). The results reported in this study bring evidence that lower performance on measures of vSTM in children with SLI and bilingual children stem from different sources. Although, children with SLI have limitations of vSTM, deficient vSTM cannot fully account for the linguistic difficulties observed in children with SLI. As for bilingualism, it does not affect verbal storage when the linguistic load is minimal, while poor performance in bilingual children on tasks with greater linguistic load is attributed to smaller vocabulary sizes.
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Kajouj, Fatima y René Kager. "Effects of bilingualism on cue weighting: How do bilingual children perceive the Dutch [ɑ]-[a:] contrast?" International Journal of Bilingualism 23, n.º 2 (28 de diciembre de 2017): 509–24. http://dx.doi.org/10.1177/1367006917745696.
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The effects of bilingualism on vowel perception and cue weighting behaviour have not been established definitively. What influence does heritage bilingualism have on cue weighting of spectral and durational cues? What role does the duration cue play in cue weighting behaviour of heritage bilinguals: is it universally accessible or related to the first language? Purpose: This study examines the perception and cue weighting of child heritage bilinguals to assess whether exposure to multiple acoustic systems has an effect on cue weighting. Design: Bilinguals with a language containing a durational vowel contrast (Moroccan-Arabic) or a non-durational contrast (Turkish) were tested in order to explore cue preference and cue weighting behaviour for the multiple cued Dutch [ɑ]-[a:] contrast: their alternate first language. Data and analysis: An identification task was performed for the Dutch [ɑ] and [a:]. The F1 and F2 were logarithmically manipulated, in equal steps for the spectral and durational cue, creating a seven-step continuum. The analysis revealed cue preference by examining cue usage and relative cue weight. Conclusions: Dutch monolinguals use both cues but assign more weight to the spectral cue. Moroccan-Arabic/Dutch heritage speaker (HS) bilinguals use both cues, but weigh the spectral cue more heavily. Turkish/Dutch HS bilinguals rely almost exclusively on the spectral cue. This suggests a transfer from the alternate first language onto the perception of Dutch, regardless of language dominance. Originality: Not much research on the cue weighting behaviour of school-aged heritage bilinguals has been conducted, as this age group is yet to develop their perceptual behaviour completely. The results of this case study show an influence on perceptual behaviour as a result of bilingualism. Significance: This study provides insight into the cue weighting behaviour and cue preference of school-aged heritage bilinguals.
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Chirsheva, Galina y Marina Houston. "Interlingual duplicating in the speech of bilingual children". SHS Web of Conferences 88 (2020): 01011. http://dx.doi.org/10.1051/shsconf/20208801011.
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Bilinguals of every age sometimes double units of one language with those of the other, especially in the situations where they have to interact with speakers of different languages. Bilingual communication stimulates code-switches, various in their structure and pragmatics. Among them, researchers observe the following phenomena in bilingual children’s speech: a) double morphology, b) translation/interpreting equivalents combinations, and c) self-interpreting. However, the interrelation between structural and semantic/pragmatic aspects, on the one hand, and the developmental characteristics of childhood bilingualism, on the other hand, have been underresearched. The authors of the paper argue that various cases of interlingual duplicating can indicate the balance between the competences of children in their two languages at different stages of their bilingual development. The purpose of the study is to describe structural, semantic, and pragmatic aspects of interlingual duplicating combinations in the speech of two children who acquire Russian and English simultaneously, as well as to find the correlation between their duplications and the development of their bilingualism. The results of the study can be used for the description of childhood bilingualism and the evaluation of bilingual children’s communicative competence in each of their languages and their interpreting abilities at various age stages.
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Ostadghafour, Sarvenaz y Ellen Bialystok. "Comprehension of complex sentences with misleading cues in monolingual and bilingual children". Applied Psycholinguistics 42, n.º 5 (11 de junio de 2021): 1117–34. http://dx.doi.org/10.1017/s0142716421000138.
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AbstractBilingual children typically perform more poorly than monolingual children on linguistic tasks but better than monolingual children on cognitive tasks requiring executive function. The present study examined performance on complex linguistic tasks that also required executive functioning for their solution. One hundred 4-year-olds from linguistically diverse backgrounds (36 monolinguals, 64 bilinguals) performed two linguistic tasks in which misleading information needed to be ignored to select the correct answer. Data were analyzed both categorically by comparing the performance of children assigned to monolingual and bilingual groups and continuously in terms of degree of bilingual experience across the entire sample. In the categorical analyses, bilingual children were more accurate than monolingual children in understanding the meaning of spoken sentences in the presence of distraction in both tasks, and continuous analyses showed that performance was calibrated to degree of bilingualism in one of the tasks, with higher levels of bilingualism being associated with better performance. The interpretation is that attentional control built up through bilingual experience compensates for lower levels of language proficiency in performing these complex linguistic tasks. The study also endorses the use of continuous assessments of bilingualism rather than categorical assignment to groups to obtain more nuanced results.
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Fakiroğlu, Gözde Demirel y Abdullah Topraksoy. "Reflections of Bilingualism on the News Headlines". International Journal of Education and Literacy Studies 11, n.º 1 (30 de enero de 2023): 120–30. http://dx.doi.org/10.7575/aiac.ijels.v.11n.1p.120.
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Bilingualism has been the subject of a lot of research in the last century. Bilingualism is having the competence to speak two languages. The reasons for bilingualism of individuals may differ. Some of them may have parents from different languages, some may be children of ethnic minority or immigrants. In daily life it is possible to encounter more bilinguals than monolinguals. Bilingualism is not a new phenomenon, and it takes place in the media and news in different ways under different titles related to it. In this study, the news about bilingualism in the newspapers of the USA, the UK, France, Germany, and the Netherlands is analyzed in terms of content which is named as discourse analysis. The contents are categorized under five different titles which are neurological, social-cultural, psychological, educational, national categories. It has been found that majority of news related to bilingualism belong to educational category which shows that bilingualism draws attention and is given importance in educational contexts. Another categorization in this study is implemented for speech act categories. Each headline is categorized according to the speech acts which are representatives, directives, commissives, expressives and declaratives. In this study it was found that majority of headlines belong to representative category of speech acts.
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BIALYSTOK, ELLEN. "Bilingualism: The good, the bad, and the indifferent". Bilingualism: Language and Cognition 12, n.º 1 (enero de 2009): 3–11. http://dx.doi.org/10.1017/s1366728908003477.
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The present paper summarizes research showing that bilingualism affects linguistic and cognitive performance across the lifespan. The effect on linguistic performance is generally seen as a deficit in which bilingual children control a smaller vocabulary than their monolingual peers and bilingual adults perform more poorly on rapid lexical retrieval tasks. The effect on cognitive performance is to enhance executive functioning and to protect against the decline of executive control in aging. These effects interact to produce a complex pattern regarding the effect of bilingualism on memory performance. Memory tasks based primarily on verbal recall are performed more poorly by bilinguals but memory tasks based primarily on executive control are performed better by bilinguals. Speculations regarding the mechanism responsible for these effects are described.
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Ural, Onur y Kenan Dikilitas. "Identity Formation and Career Prospects of Bilingual Professionals: Blending Language Skills to Create Novel Applications to Career Pursuits". Sustainable Multilingualism 21, n.º 1 (1 de diciembre de 2022): 56–85. http://dx.doi.org/10.2478/sm-2022-0013.
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Summary The most widely believed misconception about bilingualism purports that exposure to a second language within the community will automatically yield bilingual children, who can apply their balanced language skills in every domain of their future employment. However, this misconception does not represent the real-life experiences of most bilinguals. Through a pivotal focus on individual cases, this study was designed to manifest (1) bilingual identity formation and (2) career prospects of early and sequential bilinguals. The study analyzed collected data from individual surveys and in-person interviews with bilingual professional adults. Findings revealed that conscious engagement with the languages they were exposed to as children plays an active role in a bilingual speaker’s identity formation process and influences their career pursuits, instead of the common notion that being exposed to a second language is adequate to embrace bilingualism. Hence, this article brings implications to consider on career pursuits of bilingual speakers as the results indicate bilingual career pursuits transcend language-related occupations.
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Oshchepkova, Ekaterina S., Natalia A. Kartushina y Ksenia O. Razmakhnina. "Bilingualism and Development of Literacy in Children: A Systematic Review". Psychology in Russia: State of the Art 16, n.º 1 (2023): 3–25. http://dx.doi.org/10.11621/pir.2023.0101.
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Background. The importance of biliteracy in bilingual children’s development has been widely investigated and discussed for the last several decades, suggesting beneficial effects of writing and reading in two languages for bilingual children as well as for adult second language learners. Objective. To analyze research on the link between bilingualism and literacy development in two or more languages and the factors that may influence a successful or problematic biliteracy acquisition. RQ (1): What is the relationship between bilingualism and literacy of bilingual children? RQ (2): What strategies are used to develop biliteracy? Design. The review analyzes 50 studies of literacy development in bilingual children. The selected articles have been separated based on their methodology: 25 articles gave a critical analysis of more than 1,100 studies on the topic, strengthening the theoretical basis of existing research, and 25 other articles were empirical research articles demonstrating practical evidence for the former. Results. Our analysis revealed that literacy in bilinguals, or biliteracy, can be seen as a necessary condition for fluent development of bilingualism, though it is not a necessary condition (which is explained by the difference between structures of specific languages and writing systems, instruction in literacy, and cognitive baggage invoked by the task used to measure the skill) (Bialystok, 2002). Research suggests that bilingualism impacts children’s ultimate acquisition of literacy via the beneficial effects of bilingualism overall: advanced biliteracy boosts the development of phonological and phonemic awareness and metacognitive abilities. Thus, biliteracy can be considered as an advantage in terms of maintaining bilingual acquisition in general and developing writing skills in particular. Conclusion. There is a lack of studies on the development of writing skills in different educational contexts, across countries and cultures, which must be addressed and complemented by new empirical research. Research will enable policymakers to improve educational programs in accordance with the needs of bilingual children, who are the majority in the current global population.
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Gathercole, Virginia C. Mueller. "Bilingualism matters". International Journal of Behavioral Development 38, n.º 4 (4 de junio de 2014): 359–66. http://dx.doi.org/10.1177/0165025414531676.
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The articles in this special issue provide a complex picture of acquisition in bilinguals in which the factors that contribute to patterns of performance in bilingual children’s two languages are myriad and diverse. The processes and contours of development in bilingual children are influenced, not only by the quantity, quality, and contexts of input, but by whether the child hears monolingual or bilingual speech, who is the source of that speech, the proportion of speakers of the heritage language in the community, the child’s birth order in the family, the family’s SES, the timing and the child’s stage of development, profile effects in performance, and characteristics of the languages being learned. One constant across the research is the finding that the majority language fairs well in development, while the minority language is threatened. The insights gained are relevant to future work on bilingual children, whether of a theoretical or applied focus.
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WEBER, RACHEL C., AUDREA JOHNSON, CYNTHIA A. RICCIO y JEFFREY LIEW. "Balanced bilingualism and executive functioning in children". Bilingualism: Language and Cognition 19, n.º 2 (27 de agosto de 2015): 425–31. http://dx.doi.org/10.1017/s1366728915000553.
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The extant research suggests bilingualism is associated with enhanced cognitive effects, most evident in attention and executive functioning (EF). The current study examined the contributions of balance in the bilingualism (Spanish–English) of children to performance-based measures and caregiver ratings of EF. Participants included 30 bilingual children. Balance in children's bilingualism was correlated with caregiver ratings of task initiation. After controlling for demographic variables, balance in bilingualism significantly accounted for 37% of the variance in ratings of children's task initiation. Additional research is needed regarding associations between dual-language exposure, linguistic competence, and cognitive development in children.
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Rahayu, Dwi Ide. "Early Mixing in Bilingual Children: A Psycholinguistics View". Tell : Teaching of English Language and Literature Journal 6, n.º 1 (2 de febrero de 2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.
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Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, then the theories and assumptions on bilingualism in early childhood, and last the early mixing in bilingual children. According to the review of related literature, it can be inferred that from psycholinguistics view, language mixing cannot indicate the bilingual children’s lack of ability to differentiate the two language system. Spontaneous translation employed by the bilingual children shows that bilingual awareness and language differentiation is possible at an early stage. Bilingual infants can do language mixing as an evidence of their meta-linguistic awareness and language differentiation. As language mixing may be a good indicator of bilingual fluency, we can say that children who become bilingual in their early childhood will reach their fluency in the two languages by doing language mixing according to the two languages they have acquired.
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Mroczek, Anna y Rafał Młyński. "Rozwój językowy dziecka oraz rola polskiego logopedy w warunkach dwujęzyczności polsko-szwedzkiej: opinie rodziców dzieci polonijnych (studia przypadku)". Poradnik Językowy, n.º 5/2023(804) (10 de julio de 2023): 65–79. http://dx.doi.org/10.33896/porj.2023.5.5.
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This text presents the survey carried out among parents on the issue of speech development in their children raised in the environment of Polish–Swedish bilingualism in Sweden and convictions about the role of a speech-language pathologist in bilingual upbringing. The aim of this study is to fill the gap in speech-language pathology research on the parental perception of bilingualism in their children. Thematic analysis, a method applied in speech-language pathology abroad, was employed to obtain the results. The selected themes and the accompanying notions were characterised by diversity and multi-sidedness, which permits the conclusion on the holistic need to consider the subject of Polish–Swedish bilingualism in children. Keywords: bilingualism – children – opinions – parents – Polish-Swedish bilingualism – speech development – speech-language pathologist.
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Schaerlaekkns, Annemarie. "Bilingualism in Children: An Introduction". Psychologica Belgica 38, n.º 3-4 (1 de enero de 1998): 129. http://dx.doi.org/10.5334/pb.930.
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Stahl, V. y G. Totten. "Bilingualism in young disfluent children". Journal of Fluency Disorders 19, n.º 3 (septiembre de 1994): 212. http://dx.doi.org/10.1016/0094-730x(94)90191-0.
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PANEVA, Iva. "BILINGUALISM AND IDENTITY – THE RELATIONSHIP BETWEEN LANGUAGE, CULTURE AND BEHAVIOR". Ezikov Svyat volume 18 issue 3, ezs.swu.v18i3 (2020): 119–26. http://dx.doi.org/10.37708/ezs.swu.bg.v18i3.13.
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The article focuses on key theoretical and experimental studies discussing the relationship between bilingualism and identity. Encompassing an extensive body of psychological, linguistic and cultural research of various international authors whose work emphasizes the interdependence between language, culture and behavior, the paper aims to explore the factors that prove and showcase the link between cultural identity and behavior. By defining bilingualism through outlining the differences between simultanious and sequencial acquisition, the article presents the different definitions and opinions on bilingualism. It also reflects on how the socio-cultural environment affects the self-perception and cultural identity of bilinguals based on their emotional response and age of language acquisition. It is particularly important to stress the measurement of Bicultural Identity Integration (BII), as the high and low BII explains the levels of integration of each culture and language in bilinguals. The detailed presentation of important psychological experiments and studies with bilinguals proves the author’s position on the direct link between cultural identity, language and behavior, which is particularly important for the prevention of behavioral problems of bilingual children and psychological work with them. The article stresses the importance of conducting further empirical research in order to establish the factors and predispositions contributing to nurturing a bicultural identity in bilinguals, which will assure an integrated, balanced and self-aware personality.
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TRIBUSHININA, ELENA, MARLOES MAK, ELENA DUBINKINA y WILLEM M. MAK. "Adjective production by Russian-speaking children with developmental language disorder and Dutch–Russian simultaneous bilinguals: Disentangling the profiles". Applied Psycholinguistics 39, n.º 5 (18 de junio de 2018): 1033–64. http://dx.doi.org/10.1017/s0142716418000115.
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ABSTRACTBilingual children with reduced exposure to one or both languages may have language profiles that are apparently similar to those of children with developmental language disorder (DLD). Children with DLD receive enough input, but have difficulty using this input for acquisition due to processing deficits. The present investigation aims to determine aspects of adjective production that are differentially affected by reduced input (in bilingualism) and reduced intake (in DLD). Adjectives were elicited from Dutch–Russian simultaneous bilinguals with limited exposure to Russian and Russian-speaking monolinguals with and without DLD. An antonym elicitation task was used to assess the size of adjective vocabularies, and a degree task was employed to compare the preferences of the three groups in the use of morphological, lexical, and syntactic degree markers. The results revealed that adjective–noun agreement is affected to the same extent by both reduced input and reduced intake. The size of adjective lexicons is also negatively affected by both, but more so by reduced exposure. However, production of morphological degree markers and learning of semantic paradigms are areas of relative strength in which bilinguals outperform monolingual children with DLD. We suggest that reduced input might be counterbalanced by linguistic and cognitive advantages of bilingualism.
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Bird, Elizabeth Kay-Raining. "Bilingualism and Children With Down Syndrome". Perspectives on Language Learning and Education 16, n.º 3 (octubre de 2009): 90–96. http://dx.doi.org/10.1044/lle16.3.90.
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Abstract This article discusses bilingualism and the factors that influence rate of bilingual development and fluency. Subsequently, the author highlights questions often asked regarding bilingualism and children with Down syndrome, and provides case study examples of children and bilingual language development.
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Birescu, Mihaela. "Bilingualism and Creativity". OxIPO 3, n.º 4 (2021): 31–37. http://dx.doi.org/10.35405/oxipo.2021.4.31.
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Play is a very effective learning tool for children, and most of the educational systems admit this. Play activities are linked to: exploration, fun, freedom, investigation, enquiry, learning, social development, coping with anxieties, making sense of the world and using up energy. Through play, children develop abilities – for example they learn languages, and they do so, by four principles: enjoyment, method, system, and patience. Bilingual practice improves cognitive mechanisms, which may lead to increased creative potential. By combining bilingual and creative education, the cognitive mechanisms would help the individual creative performance and would create a synergetic bilingual creative model of education.
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Del Corral Winder, S., A. J. Cook y M. Poulakis. "Quédate Quieto Niño: Bilingualism and ADHD Presentation". Archives of Clinical Neuropsychology 34, n.º 7 (30 de agosto de 2019): 1248. http://dx.doi.org/10.1093/arclin/acz029.15.
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Abstract Objective This poster will focus on findings pertaining to the relationship between bilingualism and Attention Deficit/Hyperactivity Disorder (ADHD), a gap that currently exists in cultural neuropsychology. This poster will introduce the literature regarding bilingualism and the development of individuals’ executive functioning throughout their lifespan. Bilingual individuals often have enhanced executive functioning. This review will provide a foundation for the present study. Then, we will compare racial and ethnic differences in ADHD diagnosis and treatment. ADHD diagnoses tend to be higher for White children than for Hispanics raised in a non-English household. These findings suggest that bilingualism may affect the diagnosis and the expression of ADHD. Participants and Method This poster will consider the acquisition of executive control skills and language. Since ADHD and language develop before adolescence, this poster will focus on individuals between the ages of 3 and 12. This will allow us to better understand how language acquisition and the factors that surround language affect the expression of ADHD. Results The poster will present results from the literature review to better understand the results of bilingualism on ADHD. Bilinguals tend to outperform monolinguals in tasks related to reasoning and problem solving. However, bilinguals tend to struggle in tasks related to vocabulary retrieval. This is key because individuals with ADHD tend to perform worse on tasks related to executive functioning. The poster will display different methods used in past research in order to expand future implications. Conclusions ADHD appears to interrupt some skills that bilingual individuals possess. This interference may affect ADHD symptom expression and performance on neuropsychological testing. This may lead to misdiagnoses and a resulting lag in the provision of effective treatments for bilingual children. Thus, this poster will propose alternatives and implications for practice.
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Gursoy, Esim y Eda Nur Ozcan. "Perceptions and Linguistic Actions of Bilingual Speakers of Turkish and English: An Explanatory Study". Advances in Language and Literary Studies 9, n.º 6 (28 de diciembre de 2018): 212. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.212.
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Due to the globalized world, sixty percent of world’s population is bilingual today. Such a population calls for the need to understand bilinguals from a holistic perspective since it is likely that we are surrounded by bilinguals and we are raising bilingual children. Therefore, this study investigates bilingualism from five different dimensions; their perception of bilingualism and languages as Turkish and English, prosodic features in these two languages, sense of self, biculturalism and their language choice to get an overview about bilingual speakers of Turkish and English by adopting a qualitative design. Moreover, this study is one of the few studies involving bilinguals of Turkish and English. The data was collected from 29 bilinguals through an open-ended questionnaire. In data analysis, participants were divided into two main groups as early and late bilinguals; the origins of the bilinguals were also taken into account. Bilinguals’ responses were examined by using inductive data analysis. The results show that bilingual speakers have a unique profile and they make their decisions depending on the context, culture, self-perception and sense of self. Each bilingual is found to be idiosyncratic with linguistic and non-linguistic behaviour he/she displays.
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Meijers, Guust. "Woordverwerving Door Eentalige en Tweetalige Kinderen bu Engels in Het Basisonderwijs". Lexicon en taalverwerving 34 (1 de enero de 1989): 67–75. http://dx.doi.org/10.1075/ttwia.34.09mei.
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Since 1985 English has been an obligatory subject in the last two classes of Dutch primary schools. This fact provided an inducement to carry out an investigation to examine if balanced bilingual Turkish and Moroccan children would react differently from Dutch monolingual children to these English classes. Surprisingly research into third language learning appears to be very rare and seems to indicate on the one hand that bilingualism is not always an advantage. On the other hand research on cognitive and metalinguistic abilities of bilingual children suggests that bilinguals may benefit from having this specific learning experience. This research therefore aimed at testing the hypothesis that bilinguals would learn a third language in a different and more efficient way than monolinguals with the same IQ-level and socio-economic status. In this article a word production and a word comprehension test are discussed, which were administered to the subjects' groups after two years of learning English. The selection of subjects, a lexical analysis of textbooks and the test construction are described. The results of the two tests do not show any differences between mono- and bilinguals, which means that, with regard to vocabulary acquisition, bilingualism does not have a positive influence on learning a new language. The results of other tests (grammatical judgements, spontaneous production and word recognition) will show if this finding can be generalized to other skills.
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Murovanaya, Nonna N., Yulia Y. Kurbangalieva, Tatiana N. Korenyakina, Bella V. Rykova y Nailya I. Abdullaeva. "Speech behavior of bilingual primary school children in a multinational region". SHS Web of Conferences 103 (2021): 01047. http://dx.doi.org/10.1051/shsconf/202110301047.
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Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.
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Schinke-Llano, Linda. "Early Childhood Bilingualism". Studies in Second Language Acquisition 11, n.º 3 (septiembre de 1989): 223–40. http://dx.doi.org/10.1017/s0272263100008111.
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Although a number of researchers over the years have focused on the language development of bilingual children, we currently possess only a fragmentary picture of the total phenomenon. Further, what appears to be known about the processes involved may need reexamination in light of recent theoretical and empirical work. It is the purpose of this article to review recent research (i.e., that done within the last five to six years), as well as to discuss difficulties inherent in research on bilingual children. In addition, the article argues for a multidisciplinary approach to research in the area and outlines suggested avenues of inquiry within such a framework. Throughout, the focus is on children's bilingual acquisition in naturalistic settings (i.e., prior to school attendance).
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Golash-Boza, Tanya. "Assessing the Advantages of Bilingualism for the Children of Immigrants". International Migration Review 39, n.º 3 (septiembre de 2005): 721–53. http://dx.doi.org/10.1111/j.1747-7379.2005.tb00286.x.
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This article responds to the current academic debate on the advantages of bilingualism to the children of immigrants in the United States. The author utilizes data from the 1992–1993 and 1995–1996 Children of Immigrants Longitudinal Study to estimate the effects of bilingualism on educational outcomes. In contrast to a recent study, the author provides conclusive evidence that there are advantages to bilingualism beyond the functional ability to communicate with one's parents. The author also provides evidence that demonstrates that bilingualism is only advantageous in those communities with low levels of English proficiency and high levels of resources and networks.
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Andreou, Maria, Ianthi Maria Tsimpli, Stephanie Durrleman y Eleni Peristeri. "Theory of Mind, Executive Functions, and Syntax in Bilingual Children with Autism Spectrum Disorder". Languages 5, n.º 4 (25 de noviembre de 2020): 67. http://dx.doi.org/10.3390/languages5040067.
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Impairments in Theory of Mind (ToM) are a core feature of Autism Spectrum Disorder (ASD). ToM may be enhanced by various factors, including bilingualism, executive functions (EF), and complex syntax. This work investigates the language-cognition interface in ASD by exploring whether ToM can be enhanced by bilingualism, whether such ToM boosts would be due to EF or syntax, and whether routes to mentalizing would differ between bilinguals and monolinguals on the spectrum. Twenty-seven monolingual Greek-speaking and twenty-nine bilingual Albanian-Greek children with ASD were tested on ToM reasoning in verbal and low-verbal ToM tasks, an executive function 2-back task, and a sentence repetition task. Results revealed that bilingual children with ASD performed better than monolinguals with ASD in the low-verbal ToM and the 2-back tasks. In the sentence repetition task, bilinguals scored higher than monolinguals in complex sentences, and specifically in adverbials and relatives. Regarding the relations between ToM, EF, and sentence repetition, the monolingual group’s performance in the verbal ToM tasks was associated with complement syntax, whereas, for the bilingual children with ASD, performance in both verbal and low-verbal ToM tasks was associated with EF and adverbial clause repetition. The overall pattern of results suggests that mentalizing may follow distinct pathways across the two groups.
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Marciszewska, Agnieszka A. "L3 morphosyntactic processing among Polish–English bilinguals: Considering learners’ level of bilingualism and language dominance". Open Linguistics 7, n.º 1 (1 de enero de 2021): 353–71. http://dx.doi.org/10.1515/opli-2021-0015.
Texto completoResumen
Abstract Investigating language practices of bilingual children and understanding how they process a novel L3 allow to contribute to epistemological debates on bilingualism. In the present study, Polish–English bilingual children were tested on their processing of subject-first (SVO) and object-first (OVS) sentences in Polish and German. The data collected in this exploratory study were analysed in light of learners’ different levels of bilingualism and language dominance. The results consistently indicate that higher proficiency in Polish as well as ability to process the challenging OVS sentences supports learners in processing L3 German as well. The findings provide useful insights on morphosyntactic processing abilities among both migrant and bilingual 2L1 children and shine light on their needs, which could further be used to inform educational policy in the UK.
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Genesee, Fred. "Commentary on “Moving toward a neuroplasticity view of bilingualism”: The early years". Applied Psycholinguistics 35, n.º 5 (19 de agosto de 2014): 905–9. http://dx.doi.org/10.1017/s0142716414000216.
Texto completoResumen
Baum and Titone's Keynote Article is a welcome addition to the ongoing and flourishing study of the neurocognitive effects of bilingualism. By focusing their review on executive control in bilinguals from the perspectives of both aging and neuroplasticity in general they have broadened our thinking in useful ways. Because my own research has focused on the early stages of aging and bilingualism in preschool and school-age children, I have chosen to comment on their review with reference to these kinds of learners. I will also focus on the language acquisition part of this discussion because at the heart of the issue is how and to what extent acquisition of more than one language affects cognitive development. My comments reinforce what I believe are important observations in their review and simultaneously seek to extend their call to expand our frames of reference in research on bilinguals even further.