Abstract
ABSTRACTPast studies examining the cognitive function of bilingual school-aged children have pointed to enhancements in areas of executive control relative to age-matched monolingual children. The majority of these studies has tested children from a middle-class background and compared performance of bilinguals as a discrete group against monolinguals. The objective of the present study was to determine if cognitive enhancement from bilingualism is sensitive to the child's degree of bilingualism in a sample of eight- and nine-year old Spanish–English bilingual children of low socioeconomic status. The results showed that the more balanced the children were in their language skills, the better they performed on non-verbal tasks of cognitive function. These results support an additive view of bilingualism, where more balanced proficiency in two languages is associated with more enhanced cognitive function, regardless of socioeconomic background.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Bilingual Education and Bilingualism
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.