ERIC_NO:
ED226575
TITLE:
Bilingualism and Cognitive Development.
AUTHOR:
Caraballo, Jose N.
PUBLICATION_DATE:
1982
ABSTRACT:
Research on the effects of bilingualism on cognitive development is reviewed, and two complementary models of bilingualism are developed to
account for research results. It is suggested that research since 1960
shows a positive relationship between bilingualism and cognitive development,
at least for some types of bilingualism. The advantage or disadvantage
of becoming bilingual seems to depend on the way a subject becomes bilingual
and the degree of language proficiency achieved. The "S-curve" model deals
with the effects of the environment in the development of a bilingual's
cognitive abilities. The second model, a bilingual's cognitive structure
model, explains how different types of bilingualism are developed and
why some types of bilingualism are expected to result in cognitive
advantages. It is concluded that the advantage of being a coordinate
bilingual (i.e., one exposed to two languages at a very early age who
learns two distinct coding systems) is due to the bilingual's capacity
to use language independent relations as well as relations between concepts
unique to the two languages. There is no evidence that compound bilingualism
(i.e., learning the second language through translation from the dominant
language) will lead to cognitive advantages, while a major influence on
the outcome seems to be the age of initial exposure to the second language.
The social context in which the bilingual develops is also very important
in determining the final outcome. (SW)
MAJOR_DESCRIPTORS:
Bilingualism; Cognitive Development; Language Acquisition; Language Proficiency; Second Language Learning;
MINOR DESCRIPTORS:
Age; Language Research; Language Role; Linguistic Theory; Social Influences;
PUBLICATION_TYPE:
143