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Cognitive and Neurocognitive Effects From the Unique Bilingual Experiences of Interpreters
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In: Front Psychol (2020)
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Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage
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Abstract:
Cognitive representations and beliefs are what comprise an individual’s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children’s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes.
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Keyword:
Article
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URL: https://doi.org/10.3390/bs9040039 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6523248/ http://www.ncbi.nlm.nih.gov/pubmed/31013920
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Training in Language Switching Facilitates Bilinguals’ Monitoring and Inhibitory Control
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Formal linguistics approaches to adult second language acquisition and processing
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Recognizing the Effects of Language Mode on the Cognitive Advantages of Bilingualism
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On the Interrelated Nature of Study Abroad Learners’ Language Contact, Perceptions of Culture, and Personal Outcomes
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In: Canadian Journal of Applied Linguistics; Vol. 19 No. 2 (2016): Special Issue: The Culture of Study Abroad; 151-173 ; Revue canadienne de linguistique appliquée; Vol. 19 No. 2 (2016): Numéro spécial : La culture des études à l’étranger; 151-173 ; 1920-1818 ; 1481-868X (2017)
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Book Review: Language acquisition in study abroad and formal instruction contexts
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In: Comparative and International Education / Éducation Comparée et Internationale (2016)
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Individual differences in second language speech production
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Conceptual representation in bilinguals: the role of language specificity and conceptual change
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J. Altarriba and L. Isurin (eds): Memory, Language, and Bilingualism: Theoretical and Applied Approaches
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Generative approaches and the competing systems hypothesis: formal acquisition to pedagogical application
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Ofelia Garcia: Bilingual Education in the 21st Century: A Global Perspective.
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Ofelia Garcia: Bilingual Education in the 21st Century: A Global Perspective.
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Maximizing Indigenous Student Learning in the Mainstream with Language and Culture
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In: Languages and Literatures Faculty Publications (2009)
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Preparing Students for Class: A Hybrid Enhancement to Language Learning
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In: Languages and Literatures Faculty Publications (2008)
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Guatemala: An Intercultural Perspective
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In: Languages and Literatures Faculty Publications (2004)
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