Bilingual children have shown slight advantage over monolingual
children in terms of communicative competence, theory of mind, and selective attention. Researcher have argued that this advantage are due to bilingual children’s experience with choosing appropriate languages for the context. If this interpretation is correct, then children’s early experience with language choice could lead them to early insight in the mind of others and attention to relevant cues, at least in linguistic and social domains. To test this interpretation , it would be particularly crucial to document change in theory of mind and selective attention longitudinally as children as children acquire second language in the preschool years.
In closing, it is clear that bilingualism does not lead to confusion in
development, as once fared by researchers and parents alike. The literature I reviewed here showed that bilingualism does impact on both Language and cognitive development in small and systematic ways, the different between bilingualism and menolingualism allow us insight into how development unfolds. For example, we can uncover where experience using a Language makes a different in how that language develop. As further research with bilinguals is carried out, we will gain additional insight into how development take place in all children. Summary and Conclusion
The purpose of this article was to offer some answer to the question of why or how bilingualism affects language and cognitive development.
As I noted at the beginning of this chapter, it is not surprising to find
that the answer is at least partially definitional. Bilingual children know two language and monolingual k now one. What is it about the knowledge of two language that makes development different? I reviewed four areas in which different documented: delay in language development, acceleration in language development, cross linguistic transfer and cognitive differences. There are small but delectable difference between bilingual and monolinguals in these areas. These difference can shed some lights in to how language and cognitive development unfold in all children I win review each of the major difference in turn, in hopes of highlighting what the differences might tell us about language and cognition development in general.
There are some evidence of bilinguals acquiring some aspect of
language more slowly than monolinguals. Recall, however, that bilinguals do not seen to be delayed in all aspects of language. The delays observe thus fan are often with aspects of language that are thought to be highly dependent in frequency. Bilinguals children hear and use less of either language than monolingual children. For example, bilingual children delay in irregular past tense form should come as no surprise. There is no other way to learn a truly irregular past tense except by memorization. Bilinguals less frequent experience with either language should cause delays in the aspect of language in which frequency is crucial for acquisition. Some language theorist have argued that much of language is learned on the basis of children own usage. Bilingual’s acquisition allows an intensity testing ground for such theories.
Language acquisition is not based on frequency of usage alone. At
some point in development, children must make penalizations that can exist in their language to this chapter, I agreed that when bilinguals have two similar underlying structure in their two language, they can be accelerated in their usage of that structure relatives to what we might expect from their level of proteciency. If bilinguals have two different underlying structure available, then there may be some cross-imagistic transfer, at least when they producer speech. If this in tenpretation is correct, then bilingual children generalization about possible structure in their two languages are not distinct language.