Cognitive Effects of Early Bilingualism
Cognitive Effects of Early Bilingualism
The American educational system has fallen behind other leading nations in the world in many respects, one of which is in bilingual instruction. This has traditionally been overlooked in the United States until the high school level. Children in today’s society should be made more prepared for the growing globalism and technological advances throughout the world instead of losing educational opportunities due to economic downfall and lack of resources. This includes a second language acquisition introduced earlier in the program. On top of political reasons, the positive effects to the cognitive development of the brain when introduced to a second language are many. The age of acquisition is crucial due to the plasticity of the brain which, according to the critical period hypothesis, begins to plateau after five years of age. The current policy in early education limits greatly the amount of extracurricular lessons provided in accordance with government policies such as No Child Left Behind, which restricts school funding based on standardized testing only in certain subject areas. School programs, realistically beginning in elementary education, should include foreign language study due to the strong evidence that bilingualism in children can develop higher cognitive abilities which can be enhanced with proficiency and positively influence skills in other areas.
Old arguments suggest that, “children who are instructed bilingually from an early age will suffer cognitive or intellectual retardation in comparison with their monolingually instructed counterparts” (Diaz 24). Much of the research from the past supporting this argument focused on older bilinguals, mostly adults who may have shown competent abilities in a second language but who had much later ages of acquisition and who usually acquired the second language outside of the home. Many early studies in this field worked with children of immigrants who showed lower
The American educational system has fallen behind other leading nations in the world in many respects, one of which is in bilingual instruction. This has traditionally been overlooked in the United States until the high school level. Children in today’s society should be made more prepared for the growing globalism and technological advances throughout the world instead of losing educational opportunities due to economic downfall and lack of resources. This includes a second language acquisition introduced earlier in the program. On top of political reasons, the positive effects to the cognitive development of the brain when introduced to a second language are many. The age of acquisition is crucial due to the plasticity of the brain which, according to the critical period hypothesis, begins to plateau after five years of age. The current policy in early education limits greatly the amount of extracurricular lessons provided in accordance with government policies such as No Child Left Behind, which restricts school funding based on standardized testing only in certain subject areas. School programs, realistically beginning in elementary education, should include foreign language study due to the strong evidence that bilingualism in children can develop higher cognitive abilities which can be enhanced with proficiency and positively influence skills in other areas.
Old arguments suggest that, “children who are instructed bilingually from an early age will suffer cognitive or intellectual retardation in comparison with their monolingually instructed counterparts” (Diaz 24). Much of the research from the past supporting this argument focused on older bilinguals, mostly adults who may have shown competent abilities in a second language but who had much later ages of acquisition and who usually acquired the second language outside of the home. Many early studies in this field worked with children of immigrants who showed lower
Cited: Diaz, R “Thought and Two Languages: The Impact of Bilingualism on Cognitive Development.” Review of Research in Education 10 (1983): 23-54 Dijkstra, Ton. “Task and Context Effects in Bilingual Lexical Processing.” Cognitive Aspects of Bilingualism (2007): 213-235. Garcia-Sierra, Adrian, Randy L. Diehl, and Craig Champlin. “Testing the double phonemic boundary in bilinguals.” Speech Communication 51 (2009): 369-378. Kovacs, Agnes Melinda. “Beyond Language: Childhood Bilingualism Enhances High- level Cognitive Functions.” Cognitive Aspects of Bilingualism (2007): 301-323. Mechelli, A., Crinion, J. T., Noppeney, U., O’Doherty, J., Ashburner, J., Frackowiak, R. S., and Price, C.J. 2004. Structural plasticity in the bilingual brain. Nature. 431: 754. Siegal, Michael, Laura Iozzi, and Luca Surian. “Bilingualism and conversational understanding in young children.” Cognition 110 (2009): 115-122.