Is there really a bilingual advantage?
Sarah Kuppen in Little Kids, Big Dilemmas, 2018
Most of us have some knowledge of a second language, but at what point are we considered bilingual? It can be helpful to know how bilingualism is defined. Children who are bilingual are usually from a bilingual family, where one of the parents speaks a different language from that of his/her spouse and from the language spoken in the local environment (known as the majority language). Alternatively, both parents may speak the minority language. In this situation, the majority language is learned in school.
Communication difficulties in a multicultural context
James Law, Alison Parkinson, Rashmin Tamhne, David Hall in Communication Difficulties in Childhood, 2017
The chapter explores these challenges and other areas which concern appreciating the size of the bilingual population and the potential caseload, the assessment, intervention and support of bilingual children with speech and language difficulties, and the professional issues involved in meeting the needs of this client group. First of all, it is important to understand what we mean by bilingualism.
Extensive Experience with Multiple Languages May Not Buffer Age-Related Declines in Executive Function
Published in Experimental Aging Research, 2020
Kaitlyn M. Weyman, Matthew Shake, Jenni L. Redifer
Language is an essential component of human communication. Consequently, intercultural communication can be difficult if both individuals are not fluent in the same language. It should not be surprising, then, that human history is replete with examples of individuals and cultures that have become proficient in more than one language. In recent years, the nature and consequences of bilingualism have become an especially strong focal point in cognitive psychology research. Some of this increased focus on bilingualism is due to studies indicating that bilinguals (BLs) have advantages over monolinguals (MLs) in various cognitive domains, such as interrepresentational flexibility in children (Adi-Japha, Berberich-Artzi, & Libnawi, 2010), convergent and divergent thinking (Hommel, Colzato, Fischer, & Christoffels, 2011), and the delay of symptoms of Alzheimer’s disease (Schweizer, Ware, Fischer, Craik, & Bialystok, 2011).
Bilingualism and COVID-19: using a second language during a health crisis
Published in Journal of Communication in Healthcare, 2021
Scott R. Schroeder, Peiyao Chen
Because L2 use in bilinguals has rarely been studied in the health communication field, with the exception of work on language barriers and health literacy pertaining to personal health issues [4], some clarification of terminology is in order. The term ‘bilingualism’ conflates a diverse set of definitions, a diverse set of approaches (e.g. psychological, sociological, and linguistic), and a diverse set of humans. According to Pavlenko’s definition, adopted here, bilinguals are speakers who use two or more languages in their everyday lives, and some are simultaneous bilinguals (i.e. they acquired the two languages at the same time) whereas others are sequential bilinguals (i.e. they acquired the two languages consecutively) [5]. Here, we focus on sequential bilinguals, and specifically, we consider how L2 use in sequential bilinguals influences psychological functioning. Even with this narrow focus, we admittedly still conflate a diverse set of humans.
Practical Considerations in the Neuropsychological Assessment of Bilingual (Spanish-English) Children in the United States: Literature Review and Case Series
Published in Developmental Neuropsychology, 2020
Angela Canas, Veronica Bordes Edgar, Joy Neumann
Children with typical language development who are exposed to two languages early on are often capable of succeeding in a bilingual educational setting. However, managing the academic demands of two languages represents the most challenging scenario for children who present with either Specific Learning Disability or Language Disorder. Like in Monica’s case, these difficulties are not always diagnosed prior to school entry and program selection. Thus, a child may spend years in an academic environment that does not meet their specific needs. Even when difficulties are detected early on, such as in Roberto’s case, a dual language environment may not be most suitable, particularly when limited individualized academic and therapeutic support are available. It is important to recognize that while bilingualism does not cause deficits in learning or language, bilingual environments may not be most fitting for dual language learners who present with these developmental challenges.
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