Bilingual Effects on Cognitive and Linguistic Development: Role of Language, Cultural Background, and Education

Autor/inn/en	Barac, Raluca; Bialystok, Ellen
Titel	Bilingual Effects on Cognitive and Linguistic Development: Role of Language, Cultural Background, and Education
Quelle	In: Child Development, 83 (2012) 2, S.413-422 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01707.x
Schlagwörter	Language of Instruction; Cultural Background; Bilingualism; Cognitive Development; Child Development; Chinese; English (Second Language); Second Language Learning; Comparative Analysis; Task Analysis; Language Usage; Tests; Executive Function; Children; French; Spanish; Nonverbal Ability + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Bilingualismus; Kognitive Entwicklung; Kindesentwicklung; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aufgabenanalyse; Sprachgebrauch; Examination; Prüfung; Examen; Child; Kind; Kinder; Französisch; Spanisch
Abstract	A total of 104 six-year-old children belonging to 4 groups (English monolinguals, Chinese-English bilinguals, French-English bilinguals, Spanish-English bilinguals) were compared on 3 verbal tasks and 1 nonverbal executive control task to examine the generality of the bilingual effects on development. Bilingual groups differed in degree of similarity between languages, cultural background, and language of schooling. On the executive control task, all bilingual groups performed similarly and exceeded monolinguals; on the language tasks the best performance was achieved by bilingual children whose language of instruction was the same as the language of testing and whose languages had more overlap. Thus, executive control outcomes for bilingual children are general but performance on verbal tasks is specific to factors in the bilingual experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10