Cognitive processing skills in monolingual and bilingual South African children: Implications for assessment in linguistically diverse societies

Abstract

Differences in cognitive processing skills between monolingual and bilingual children for assessment in linguistically diverse societies have become the focal point of recent research interest (Bialystok 2007). The performance of 30 monolingual, English-speaking and 30 bilingual, Afrikaans-English-speaking third grade children was compared on the Kaufman Assessment Battery for Children (K-ABC), a widely recognised test of cognitive processing ability with minimal language requirements. No significant differences were found on the simultaneous processing and sequential processing scales, but significant differences were found on two subtests, namely Hand Movements and Matrix Analogies. This latter finding is discussed in the context of possible differences in learning opportunities (language-based, linguistic background and educational setting) experienced by the two linguistic groups. The implications of this finding for assessment are discussed.