THE DEVELOPMENT OF BILINGUALISM IN CHILDREN: A COGNITIVE PERSPECTIVE.
DOI:
https://doi.org/10.5281/zenodo.13771138Keywords:
Bilingualism, early childhood, cognitive development, language acquisition, separate systems hypothesis, common underlying proficiency, bilingual education.Abstract
This article explores the fascinating journey of bilingual development in children, examining the cognitive, linguistic, and social dimensions of this complex phenomenon. It delves into prominent theoretical frameworks, such as the Separate Systems Hypothesis (SSH) and the Common Underlying Proficiency (CUP) model, assessing their strengths and limitations in explaining bilingual acquisition. Furthermore, the paper highlights the cognitive advantages associated with bilingualism, including enhanced executive function, cognitive flexibility, and metalinguistic awareness, drawing on scientifically validated experiments and research findings. The article also addresses the challenges faced by bilingual children, such as language interference, code-mixing, and navigating social interactions in a multilingual environment. Finally, it discusses the implications of bilingualism for educational practices, emphasizing the importance of acknowledging and supporting multilingualism in early childhood settings.
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