Bilingualism and Cognitive Development Main focus/Big Picture: Multilingualism and its effect on development/cognition.
*A Dissection of the Bilingual Mind: Effects on Behavior and Cognitive Development
How Being Multi/Bilingual Shapes Your Way of Thinking/The( Your) Mind
Focus on child/young cognitive development
What else? :
Compare Bilingual and monolingual
–> cognitive development
–>perception
*(time, emotional, direction, etc)
* how language can affect the perception of time
* color spectrum
–> Code Switching
–> Personality (personality change between languages)
–> describe developmental characteristics of young dual language learners/ bilingual or multilingual minds
–> Bilingual education
* Use to enhance performance in children
*Use to prevent early onset Alzheimers
Title: A Dissection of the Bilingual Mind: Cognitive Development
Introduction:
Classes of Bilingualism:
Bilingualism (L1)
The first language or “mother tongue” is often referred to as L1.
Bilingualism (L2)
Cognitive Effects:
Statistics:
Childhood development:
L1
L2
Behavioral Aspect
“Code Switching”:
Biopsychology:
Body Paragraphs 1-36 (however many need for at least 12 pages/ 3600 words +/-15%)
Conclusion:
References/quotes:
“For example, young children with balanced bilingual abilities have shown some advanced linguistic, cognitive, and social-emotional skills during the preschool years (Castro & Espinosa, 2014;
Espinosa, 2013).” (Challenges and Benefits of Early Bilingualism in the United States’ Context Linda M. Espinosa University of Missouri-Columbia)
“ This means that young emergent bilingual children in the United States are unlikely to benefit from the cognitive advantages of balanced bilingualism.” (Challenges and Benefits of Early Bilingualism in the United States’ Context Linda M. Espinosa University of Missouri-Columbia)
“This means that young emergent bilingual children in the United States are unlikely to benefit from the cognitive advantages of balanced bilingualism.” (Challenges and Benefits of Early Bilingualism in the United States’ Context Linda M. Espinosa University of Missouri-Columbia)
“While early research suggests that bilingualism creates a language handicap in individuals, more recent and methodologically better research clearly supports the advantages of bilingualism in promoting overall cognitive development. Three major explanations for this improved development are proposed: that (1) the bilingual-bicultural child experiences the world from two different perspectives, increasing his awareness and moving him away from a limited, egocentric point of view; (2) the code-switching process inherent in bilingualism facilitates development of a more flexible approach to cognitive problems; and (3) the bilingual’s metalinguistic awareness or objectification of language promotes higher levels of abstract thinking and concept formation. The cognitive and academic advantages observed in bilingual children are usually the result of additive bilingual situations, in which the child’s two languages are developing and functioning in parallel, rather than subtractive situations in which mastery of the second language is achieved at the expense of competence in the first. Bilingual education is not only a right but also an excellent tool for enhancing the academic and intellectual potential of our children. (MSE)” (M. Diaz, Rafael. (1985). The Intellectual Power of Bilingualism. Quarterly Newsletter of the Laboratory of Comparative Human Cognition. 7.)
“ The idea that bilingualism causes cognitive damage to children is no longer held by researchers, but it lingers in popular belief. It is based on the assumption that language is central to cognitive development, which is not held by all theorists. Another theoretical issue is whether the mind is a limited-capacity container or can accommodate two languages with ease. Social concerns arising from cases of poor acculturation have also influenced research on bilingualism….These studies contradict the argument that bilingualism in itself might cause cognitive confusion in the child, and support the idea that bilingualism can lead to higher levels of metalinguistic awareness and cognitive ability. In general, they point to the benefits to children of all language backgrounds of learning and maintaining two languages. (MSE)”(Hakuta, Kenji. (1986). Cognitive Development of Bilingual Children.)
(https://www.researchgate.net/publication/234714999_Cognitive_Development_of_Bilingual_Children )
https://eric.ed.gov/?id=EJ1055271
https://www.researchgate.net/publication/329056486_Conversation_and_Expository_Skills_in_Monolingual_and_Bilingual_School-aged_Children
https://www.researchgate.net/publication/329367702_PROSPECTS_OF_SECONDARY_LINGUISTIC_PERSONALITY’S_EARLY_FORMATION_IN_THE_SITUATION_OF_ARTIFICIAL_BILINGUALISM_SOCIAL_ASPECT
https://www.researchgate.net/publication/329215444_’Spanish_at_home_English_at_school’_how_perceptions_of_bilingualism_shape_family_language_policies_among_Spanish-speaking_parents_of_preschoolers
https://www.researchgate.net/publication/329298692_Bilingualism_Augmentative_and_Alternative_Communication_and_Equity_Making_a_Case_for_People_With_Complex_Communication_Needs
https://www.researchgate.net/publication/329625556_Native_speech_plasticity_in_the_German-English_late_bilingual_Stefanie_Graf_A_longitudinal_study_over_four_decades
https://www.researchgate.net/publication/326973341_Bilingual_Adults_and_Children
https://www.researchgate.net/publication/326988225_The_Hopes_and_Experiences_of_Bilingual_Teachers_of_English_Investments_Expectations_and_Identity
https://www.researchgate.net/publication/327130676_Predictors_of_Language_Dominance_An_Integrated_Analysis_of_First_Language_Attrition_and_Second_Language_Acquisition_in_Late_Bilinguals
https://www.researchgate.net/publication/327510756_Exploiting_Language_Variation_to_Better_Understand_the_Cognitive_Consequences_of_Bilingualism
https://www.researchgate.net/publication/328861692_EXTENSIVE_EXPERIENCE_WITH_MULTIPLE_LANGUAGES_MAY_NOT_BUFFER_AGAINST_AGING_DECLINES_IN_EXECUTIVE_FUNCTION
https://www.researchgate.net/publication/327695767_DECONSTRUCTING_AND_CRITIQUING_INTERCULTURALITY_THROUGH_FILM_WITHIN_A_BILINGUAL_EDUCATION_PROGRAM_IN_BOGOTA_COLOMBIA
https://www.researchgate.net/publication/329368998_Losing_A_Language_A_Qualitative_Study_of_Code-Switching_Among_Taiwanese-Chinese_Bilingual_Aphasic_Speakers_with_Selective_Recovery_Pattern
https://www.researchgate.net/publication/234685462_A_Study_of_the_Effects_of_English-Medium_Education_on_Initially_Monoglot_Spanish-Speaking_Gibraltarian_Children
https://www.researchgate.net/publication/234758204_Cognitive_Development_in_Bilingual_Instruction
https://www.researchgate.net/publication/234707372_A_Handbook_of_Bilingual_Education
https://www.researchgate.net/publication/234619630_The_Intellectual_Power_of_Bilingualism ( one of main points)
https://www.researchgate.net/publication/312333130_The_dynamic_interaction_between_emotion_perception_and_expression_in_the_L1_and_the_L2_acculturation_and_personality_traits_The_case_of_Italian_immigrants_in_English-speaking_countries
https://www.researchgate.net/publication/305229845_BILINGUALISM_AND_DEVELOPMENT_A_PSYCHOLOGICAL_APPROACH
https://www.researchgate.net/publication/316752499_A_Study_of_Bilingual_Language_Representation_and_Cognitive_Psychological_Mechanism
https://www.researchgate.net/publication/321059981_A_Comparative_Study_of_Shifting_Ability_Inhibitory_Control_and_Working_Memory_in_Monolingual_and_Bilingual_Children
https://www.researchgate.net/publication/328706175_Bilingualism_and_working_memory_performance_Evidence_from_a_large-scale_online_study
https://www.researchgate.net/publication/324076084_Specifics_of_Formation_of_Secondary_Language_Personality_in_the_Case_of_Subordinative_Bilingualism_on_the_Example_of_the_Russian-Korean_Comparisons
https://www.researchgate.net/publication/322740241_Language_Personality_in_the_Conditions_of_Cross-Cultural_Communication_Case-Study_Experience
https://www.sciencedirect.com/science/article/abs/pii/S0092656604000753
