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5 - Language and Thought in Multilingual Children

from Part Two - Cognition and Faculties in Multilinguals

Published online by Cambridge University Press:  18 August 2022

By
Ashley Chung-Fat-Yim  and
Ellen Bialystok
Edited by
Anat Stavans  and
Ulrike Jessner
Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
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Summary

A large body of research has contributed to a complex picture in which bilingualism is generally associated with better performance on some cognitive tasks, particularly those that are based on executive functioning, but poorer performance on measures of verbal proficiency. However, not all studies find these effects, particularly the positive effects on cognitive function. What is now clear is that the potential impact of bilingualism on children’s cognition must be explained through multifaceted examinations of relevant factors and clarification of the specific language context from which the results emerged on an individual basis. We review the evidence for cognitive performance of children in multilingual environments and evaluate those results in terms of the type of cognitive ability being assessed and the type of environment children are experiencing. We also review how early the effects of multilingualism are detected, how long these effects last, and how childhood multilingualism can lead to brain plasticity. We conclude with a brief discussion of how multilingualism impacts other areas of cognitive functioning, such as theory of mind, creativity, and problem solving.

Keywords

executive functioninglanguage processinginfantschildrenlanguage context
Type
Chapter
Information
The Cambridge Handbook of Childhood Multilingualism , pp. 113 - 140
Publisher: Cambridge University Press
Print publication year: 2022

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