Kuftyak E.V., Khanukhova L.M., Poimanova E.V. Children’s Bilingualism: Influence on Cognitive and Communicative Development and Instruments of Measurement
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
The review outlines the general concepts, the essence of what constituted bilingualism and its types in psychology. The relevance of considering the impact of early bilingualism and bilingual education is due to the growing popularity of bilingual educational programs.
The review shows that bilinguals can be systematized by age, synchronization of the language skill acquisition, the degree of proficiency in both languages, and the representation of languages in one’s own mind or cultural affinity. It was emphasized that the intellectual development of bilingual children is the most studied issue in terms of studying bilingualism. Research identified the advantages of bilingualism in the following features of cognitive development: the formation of concepts, the use of complex analytical strategies in solving non-verbal problems, attention focusing and ignoring false signals, verbal originality and flexibility, creativity in solving mathematical problems. Studying bilingualism in neurophysiological research confirmed the hypotheses of the increase in the number and density of neural connections in the areas responsible for linguistic operations and cognitive abilities. The analysis of well-known methods aimed at assessing language skills in bilingual children has been carried out.
References
1. Ahrenholz B. (2010) Bedingungen des Zweitspracherwerbs in unterschiedlichen Altersstufen: „Sprache ist der Schlussel zur Integration“. Bonn: Friedrich-Ebert-Stiftung.
2. Auer P., Wei L. (2007) Handbook of Multilingualism and Multilingual Communication. In: Wei L. (ed.): Handbooks of Applied Linguistics. Vol. 5. Berlin / New York: Mouton de Gruyter.
3. Baker C. (1993) Foundations of bilingual education and bilingualism. Clevedon, England: Multilingual Matters.
4. Bechert J. (1991) Einführung in die Sprachkontaktforschung. Darmstadt: Wissenschaftliche Buchgesellschaft.
5. Bialystok E., Craik F.I.M. (2010) Cognitive and linguistic processing in the bilingual mind. Current Directions in Psychological Science, 19 (1), 19–23.
6. Bialystok E., Craik F.I.M., Luk G. (2012) Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16 (4), 240–250. doi: 10.1016/j.tics.2012.03.001
7. Botting N. (2002) Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18, 1–21.
8. Cenoz J. (2003) The additive effect of bilingualism on third language acquisition: a review. International Journal of Bilingualism, 7 (1), 71–87.
9. Chee M.W.L., Soon C.S., Lee H.L., Pallier C. (2004) Left insula activation: a marker for language attainment in bilinguals. PNAS, 1001 (42), 1565-15270.
10. Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon; Multilingual Matters.
11. Cummins J., Swain M. (1986) Bilingualism in education: Aspects of theory, research and practice. N.Y.: Longman.
12. Gagarina N., Klop D., Kunnari S., Tantele K., Välimaa T., Balciuniene I., Bohnacker U., Walters J. MAIN: multilingual assessment instrument for narratives. URL: http://www.zas.gwz-berlin.de/fileadmin/material/ZASPiL_Volltexte/zp56/MAIN_english.pdf (accessed 24 November 2018)
13. Genesee F. (1989) Early bilingual development: One language or two? Journal of Child Language, 16(1), 79–161.
14. Genesee F., Paradis J., Crago M. (2004) Dual language development and disorders: A handbook on bilingualism and second language learning. Baltimore: Paul H. Brookes.
15. Grosjean F. (2010) Bilingual Life and Reality. Cambridge, Mass.: Harvard University Press.
16. Hamers J.F., Blanc M.H. (2000) Bilinguality and Bilingualism. 2nd ed. Cambridge: Cambridge University Press.
17. Hammer M. (1999) Zweisprachige Kindererziehung (Diplomarbeit zur Erlangung des Akademischen Grades einer Magistra der Philosophie). Graz: Karl-Franzens-Universität.
18. Hamraeva E.A. (2015) Russkij yazyk dlya detej bilingvov: teoriya i praktika. [Russian for children of bilingv: theory and practice]. Moscow, Bilingva publ.
19. Klein W. (1984) Zweitspracherwerb. Königstein; Ts.: Athenaeum Verlag.
20. Komlev N. G. (2000) Slovar‘ inostrannyh slov. [Dictionary of foreign words]. Moscow, EHKSMO-Press publ.
21. Kovács Á.M., Mehler J. (2009a) Flexible learning of multiple speech structures in bilingual infants. Science, 325 (5940), 611–612. doi: 10.1126/science.1173947
22. Kovács Á.M., Mehler J. (2009b) Cognitive gains in 7-month-old bilingual infants. Proceedings of the National Academy of Sciences, 106 (16), 6556–6560. doi.org/10.1073/pnas.0811323106.
23. Lejkin M. (2013) Vliyanie bilingvizma na matematicheskuyu kreativnost’ v rannem detstve. [The effect of bilingualism on mathematical creativity in early childhood.]. Teoreticheskaya i ehksperimental‘naya psihologiya. [Theoretical and Experimental Psychology]. T. 6. № 2. 31–44.
24. Leslie L., Caldwell J.S. (2011). Qualitative Reading Inventory – Fifth Edition. Boston, MA: Pearson Education.
25. McLaughlin B. (1978) Second language acquisition in childhood. N.Y.: Lawrence Erlbaum Associates.
26. Mechelli A., Crinion J. T., Noppene U., O’Doherty J., Ashburner J., Frackowiak R.S. et al. (2004). Neurolinguistics: Structural plasticity in the bilingual brain. Nature, 431, 757 doi.org/10.1038/431757a
27. Novickij N.YU. (2016) Osobennosti funkcionirovaniya mozga bilingvov pri vypolnenii rechevyh i obshchih kognitivnyh zadach [Elektronnyj resurs]. [Features of brain functioning in bilinguals while performing speech and general cognitive tasks]. Sovremennaya Zarubezhnaya Psihologiya. [Journal of Modern Foreign Psychology]. 5-4. 77–84. doi: 10.17759/jmfp.2016050408
28. Obvinceva O.M. (2012) Eksperimental‘noe issledovanie detskogo bilingvizma. [Pilot study of children’s bilingualism]. Filologicheskij klass. [Philological class]. 2012. № 1. 33-35.
29. Pérez-Leroux A.T., Cuza A., Thomas D. (2011). From parental attitudes to input conditions: Spanish-English bilingual development in Toronto. In: Potowski K., Rothman J. (Eds.): Bilingual youth: Spanish in English-speaking societies Amsterdam, Netherlands: John Benjamins. (pp. 49-176).
30. Tracy R. (1996) Von Ganzen und seinen Teilen: Überlegungen zum doppelten Erstspracherwerb. Sprache & Kognition. Heft 1-2.
31. Ushakova T.N. (2006) (ed) Psiholingvistika. [Psycholinguistics]. Moscow, PER SEH publ.
32. Vershinina E.A., Eliseeva M.B. (2009) Nekotorye normativy rechevogo razvitiya detej ot 18 do 36 mesyacev (po materialam MakArturovskogo oprosnika) [Some standards of speech development of children from 18 to 36 months (on materials of the Makarturovsky questionnaire]. In: Problemy ontolingvistiki – 2009: materialy mezhdunar. konf., 17–19 iyunya 2009 g. [Developmental linguistics Problems – 2009: materials materials of the international conference, on June 17-19, 2009.]. Saint Petersburg. 22–29.
33. Volterra V., Taeschner T. (1978) The acquisition and development of language by bilingual children. Journal of Child Language, 5, 311–326.
34. Vygotskij L.S. (2001) Myshlenie i rech‘. [Thinking and speech]. Moscow, Labirint publ.
35. Wei L. (2000) The Bilingualism Reader. London: Routledge.
36. Zhang W. (2018) Parental Home Language Practice and attainment of Child bilingualism: a Case Study of Chinese bilingual Families. Journal of Behavioral and Social Sciences, 5, 50–62.