Efficacy of Being Bilingual In Childhood, Term Paper Example

In recent years there has been a plethora of studies focusing on childhood development through the lens of language. The efficacy of language development on a neurological level has been hotly debated in some schools of thought. Some theorists argue that learning more than one language at an early age only serves to confuse the child, while other theorists argue for the benefits of such discipline in learning two or more languages. This paper will present the efficacy of learning two languages at an early age and will present empirical data that supports how this skill set helps to broaden the mind in a metaphysical as well as a physical/neurological sense.

Children develop their ability to speak through exposure to culture/language from their early stags in infancy. Although children are not yet equipped to master the nuances of language, or have the necessary muscle ability to vocalize language, they have the cognitive ability to understand languages being spoken around them. A child then, who is exposed in their home to more than one language, has a greater capability while going through the learning process to pick up new words more easily (this translates to children being able to learn meanings of vocabulary words with greater celerity than children having only one language exposure). Since the language part of their brain is being stimulated (basal ganglia) children with more than one language capabilities at an early age are also better able to learn rhyming words. This is shown in fMRI’s taken of children being read nursery rhymes to. Children who focus on these rhyming words also have the ability to better sound out new words with greater voice dexterity and elocution. As children are learning new languages (plural), they also have the ability to better reason or showcase a wealth of clever intuitions in coming to various conclusions to problems at hand (deciphering codes, albeit elementary codes). Since children are being called upon to understand more than one language and to have functional conversations in both languages, however incipient, they are also called upon to be better listeners than children who are exposed to only one language. Due to this early skill set (being good listeners) bilingual children are more apt to have stronger connections with people (American Speech-Language-Hearing Association, 2014, para. 1).

The National Center for Educational Statistics cites that 1 in 5 children “speak a language other than English at home” and that bilingual children (in fact, children who speak more than one language) have specific learning patterns to which they adhere which include ability to more quickly and effectively learn sounds/words (American Speech-Language-Hearing Association, 2014, para. 2). Linguist researchers at Cornell agree that when children learn a second language it’s good for their mind.

Despite arguments in which theorists state that learning a second language may be confusing for a child whom is just figuring out the basics of vocabulary or simple grammar rules, Cornell researchers state that there is no cognitive deficit for these children nor any delay in their comprehension skills when approaching more than one language, “according to studies at the Cornell Language Acquisition Lab (CLAL), children who learn a second language can maintain attention despite outside stimuli better than children who know only one language” (Lang, 2009, para. 2). A person’s ability to reason or have willpower is associated with the frontal lobe cortex, and more specifically with their cingular cortex. Since this area of the brain is being stimulated and called upon on a daily basis for basic human functions and needs (asking for food, expressing emotion, etc.) it is thereby being strengthened each day. As such the cognitive development of a bilingual child is being used and thereby is coming into a more advanced level of understanding than a mono-linguist child. This ability is “responsible for selective and conscious cognitive processes to achieve goals in the face of distraction and plays a key role in academic readiness and success in school settings” (Lang, 2009, para. 4). Bilingual children are getting a leg up when it comes to the academic world.

These cognitive advantages play a large part in a bilingual child’s future both in education and in the work force. In fact, University of Toronto at Scarborough and the York University of Toronto researchers argue for children being exposed to second languages as early as possible because it greatly aids in native proficiency of both languages which in turn positively affects their cognitive abilities and all of the subgenres of learning that fall under that umbrella (e.g. listening/communication skills, empathy, etc.). Indeed it seems like multiple language acquisition is a boundless effect for children. These researchers also go on to say that children are more adept than previously accepted, at learning more than one language (Lang, 2009, para. 5-7).

A more in-depth look into bilingual children’s increased cognitive abilities was done with the University of Ghent in Belgium, headed by bilingual psychologist expert Eva Van Assche. Assche emphasizes that the ability of a child to speak a second language isn’t the only “glamorous” part of their ability. Rather, it’s the child’s cognitive functions that reap the true benefits of this skill set. When a child learns a new language they are automatically setting their brain’s network of neurons on a new path, and their brains in fact work differently than monolingual children (Wenner, 2009, para. 1).

One interesting way that bilingual children’s brains work differently than monolingual children’s is that when presented with a difficult problem to solve that has “misleading cues” bilingual children will work out the problem with greater aplomb and celerity than their counterpart. This means that their prefrontal cortex is more engaged due to executive functioning skill capabilities than monolingual children’s prefrontal cortexes. Assche’s study also focused on reading comprehension in bilingual vs. monolingual children and found that bilingual children “after learning a second language…never look at words the same way again” (Wenner, 2009, para. 1). Assche discovered a difference in language comprehension/reading in bilingual children between cognates (words that have similar meaning in both languages) vs. noncognates (words that are strictly one language interpretive). In Assche’s study, participants were required to read while researchers measured, calculated and interpreted eye movements. Researchers found that “the subjects spent, on average, eight fewer milliseconds gazing at cognate words than control words, which suggests that their brains processed the dual-language words more quickly than words found only in their native language” (Wenner, 2009, para. 3). What was significant about Assche’s discovery was that “even when a person is reading in his or her native language, there is an influence of knowledge of the nondominant second language,”(Wenner, 2009, para. 3) thereby suggesting that being bilingual greatly influences a child’s knowledge base which is one of humans most basic “automatic skills” (Wenner, 2009, para. 3).

Bilingual children are known to increase their cognitive development and the earlier a language is learned the more advanced their levels becomes especially in comparison with monolingual children. Bilingual children also develop something called “object permanence,” which means that these children discover at an earlier age that an object maintains its function, shape, size, etc. even when it is given a different name. This aids in critical thinking skills as their ability to understand function earlier aids in their academic skills. Critical thinking skills, creativity, and the ability to be accepting of other cultures and people are all beneficial things that come from children learning a second language early on. This flexibility creates a more advanced cognitive approach to life, and a willingness to accept new ideas to solve problems. This is empirically proven on standardized tests in which bilingual children scored higher than monolingual children in problem solving and math sections.

The earlier a child is exposed to learning a foreign language the better their proficiency in speaking that language natively, and the better their cognitive development. Their cognitive development is key as it affects other areas of their lives such as problem solving, being creative, being flexible, and having an openness to other cultures and people. Children’s intellectual development when studying a foreign language helps improve the child’s chances at a more fulfilling life as their listening skills are more highly developed (as well as their empathy skills) and employers look for great communication/listening skills when going through their hiring process. The efficacy of foreign language development and introduction to children at a young age has been empirically proven with Assche’s research, government research, and programs whose goal is to create and support the advancement of children in all working capacities. Bilingual children score better on tests, develop faster than monolingual children, and are general more adept at handling problems and coming up with creative solutions. Bilingual efficacy is something that presents as having no negative proponents.

References

“The advantages of being bilingual.” (2014). American Speech-Language-Hearing Association. Retrieved from http://www.asha.org/public/speech/development/The-Advantages-of-Being-Bilingual/

Lang, S. (2009). Learning a second language is good childhood mind medicine, studies find. Cornell Chronicle. Retrieved from http://www.news.cornell.edu/stories/2009/05/learning-second-language-good-childhood-mind-medicine

Wenner, M. (2009). The neural advantage of speaking two languages. Scientific America. Retrieved from http://www.scientificamerican.com/article/bilingual-brains/