Essay About Bilingualism

Bilingualism has become one of the most commonly used terms in psychology. In this scenario, bilingualism entails native-level mastery of two languages. It can range from a basic degree of skill in two languages to a more advanced level of ability that allows an individual to appear to be a native speaker of both languages (De Groot & Kroll, 2014). However, it is necessary to demonstrate that a multilingual person can utilize two languages with similar fluency. Bilingualism is typically divided into two categories: simultaneous early bilingualism and successive early bilingualism.  In relation to simultaneous early bilingualism, children learn both languages from birth while consecutive early bilingual entails children who learn one of the languages later in their life. In this perspective, it would be imperious to indicate that there is a very close relationship between bilingual and psychology. In particular, studies conducted by various psychologists indicate that bilingual affects the brain (Kroll & Bialystok, 2013). In this perspective, the following paper seeks to discuss various aspects related to bilingualism as well as the relationship between psychology and bilingualism.

The concept of bilingual education

Bilingual education has become one of the most debated aspects in the last few decades. In particular, parents and most educators agree on the fact that the main objective of educating students with native language rather than English is the mystery of English as well as content in academic areas. However, the heated political and academic debate rages on how best such goals should be achieved. In classrooms, teachers employ the use of various methods as means of instructing students whose English is their second language. The methods include immersion where students learn in English by using simple language tailored to enhance students’ absorption of English while learning other subjects. The method is transitional bilingual where instructions are offered in the native language and the same time offering English related instructions. Thus, a student makes a transition from native language to English. The other method is developmental bilingual where teachers attempt to enhance skills of students in their native language while learning English as their second language. In this perspective, it would be imperative to indicate that the main aim of bilingual education is to provide an environment where English can be taught as soon as possible and integrate students into the mainstream of education.

Bilingualism and psychology

Language acts as one of the most powerful human effort, which shapes not only our perceptions of everyday experiences but also our thoughts. At social level, multiple human communication aspects depend on language such delivering speech. At the cognitive level, language acquisition helps every person in understanding events in our environments and ascribes the meaning of the events within our nervous system (De Groot & Kroll, 2014). Thus, the ability of bilinguals to communicate and think is different from monolinguals as result of the impact of two dialects on the cognitive system. To have a clear understanding of this concept, it would be imperative to discuss the linkage between bilingualism and cognitive control, which is one of the most common aspects of psychology.

Bilingualism and cognitive control

Over the past few decades, a discussion has erupted suggesting that bilingualism may result in cognitive advantages. Thus, various scientific research from various scholars have attempted to come up with a clear connection underlying this key discussion. In particular, various scholars have supported the claim by demonstrating specific cognitive advantage associated with the aspect of bilingualism. For instance, a study conducted by Tao et al (2011) suggests that bilingual enhancement of executive functionality of the brain for both late and early bilinguals. In their investigation, Tao et al (2011) found out that two-language acquisition and relative balance of the two languages has a big impact towards the cognitive capabilities. Tao et al (2011) found out that monolinguals are normally less efficient in the resolution of conflict than bilinguals are. The study clearly demonstrates that bilingualism has a direct connection with cognitive control (Tao et al., 2011). In particular, as a consequence of unrelenting experience while handling acquisition of two dialects, cognitive system is improved thus illuminating benefits of cognitive control (Green, 1998). However, it is of vital importance to indicate that there exists facet of bilingual familiarity that leads to cognitive augmentation.

Relationship between bilingualism and language activation and interaction

While in a conversation, regardless of whether listening or speaking, bilinguals normally activate both of their languages concurrently. Kroll & Bialystok (2013) indicates that the comparable activation happens in dissimilar linguistic frameworks for bilinguals, which encapsulates of language production and comprehension (Kroll & Bialystok, 2013). In this perspective, activating two languages at the same time enhance the overall cognitive load of a bilingual. This is because the bilinguals have the ability to control the activation of an inappropriate language while comprehending and producing speech in the target language. Irrefutably, there is an increase in efficiency related to cognitive control, which renovates the cognitive capabilities of bilingual consenting them to take control of two languages.

Juggling two languages in one’s mind increases the inhibitory control. Inhibitory control, in this case, entails a cognitive process that enables our mind to focus on relevant stimuli while in presence of irrelevant stimuli. Evidence from studies conducted related to code-switching gives a well-articulated information as to why inhibitory control is normally more effective among individuals fluent in two languages (Green, 1998). A research conducted by Green (1998) indicates that language activation and code-switching are consistent with inhibitory control. Therefore, bilinguals have high capabilities of controlling their emotional response as compared to their counterpart monolinguals.

Advantages of bilingualism

The advantages of bilingualism in modern society cannot be underestimated. In social perspective, a bilingual is able to mingle, work and travel comfortably with other people. Therefore, one is able to travel to other countries without feeling much strain in relation to communication. Nevertheless, there has been a lot of debate revolving around the assumptions that bilinguals are more advantaged as compared to their counterparts monolinguals when it comes to cognitive abilities. From the discussion, it is clear that there is enough evidence from studies, which draw a clear connection between bilingualism and cognitive abilities. Studies have overwhelmingly indicated that when a bilingual individual use one language among the two, one of them is normally active at the same time (Kroll, 2009). Therefore, bilinguals are better at multitasking as compared to their counterparts monolinguals. This is because they have the ability to adapt quickly to different object categorization tasks. Essentially, code-switching between languages creates an avenue, which enables the brain to multitask on other domains of life. The other advantage associated with bilingualism is that they have a very low risk of developing dementia as well as other cognitive impairment. A study conducted by Hugo & Ganguli (2014) stipulates that bilingualism is associated with delayed onset of dementia. Justifiably, bilingualism enhances mental activity, which delays the onset of symptoms related to neurodevelopmental disorders.

Disadvantages of bilingualism

Before studies were conducted to reveal the effects of bilingualism to the brain, fallacies existed which claimed that bilingualism had a negative impact towards verbal development and IQ. However, various studies have been conducted to reveal that there are negative impacts associated with bilingualism. For instance, Folke et al. (2016) indicate that bilingualism is associated with disadvantages related to metacognitive processing. In particular, bilingual persons have low-level concentration as indicated by the article. Further, limitations of bilingualism are also manifested in lexical access (Folke et al, 2016). In this regard, it takes a long-term before a bilingual individual can comprehend as well as retrieve saved short memories.

Conclusion

In conclusion, bilingualism and psychology are two related aspects. In particular, psychologists have undertaken a rigorous effort to study the relationship that lies between psychology and bilingual persons. As indicated, bilingualism has the capability to affect the cognitive activities. In this regard, it is clear that there have been documented cognitive consequences associated with bilingualism such as cognitive control of tasks. This special topic has generated a new contribution towards establishing more aspects related to bilingualism and cognitive control. Further, neurological, and cognitive benefits of bilingualism are evident from early childhood to adulthood as the brain is able to process information effectively. Thus, there is an evidence showing that bilingualism has various benefits towards cognitive processes. Nevertheless, there are also negative impacts associated with bilingualism such as the aspect of lexical access, which demeans the ability of bilingual in relation to retrieval and activation process.

Refernces

De Groot, A. M., & Kroll, J. F. (2014). Tutorials in bilingualism: Psycholinguistic perspectives. Psychology Press.

Folke, T., Ouzia, J., Bright, P., De Martino, B., & Filippi, R. (2016). A bilingual disadvantage in metacognitive processing. Cognition, 150, 119-132.

Green, D. W. (1998). Mental control of the bilingual lexico-semantic system. Bilingualism: Language and Cognition, 1(2), 67-81.

Hugo, J., & Ganguli, M. (2014). Dementia and cognitive impairment: epidemiology, diagnosis, and treatment. Clinics in geriatric medicine, 30(3), 421.

Kroll, J. F. (2009). The consequences of bilingualism for the mind and the brain.

Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497-514

Tao, L., Marzecová, A., Taft, M., Asanowicz, D., & Wodniecka, Z. (2011). The efficiency of attentional networks in early and late bilinguals: the role of age of acquisition. Frontiers in psychology, 2.