Student Type
Undergraduate
College Affiliation
College of Science, Technology, and Health
Department
Psychology, Sociology, and Public Health
Submission Type
Poster
Abstract
An investigation of bilingualism in terms of the acquisition of a second language (L2), the cognitive benefits shared by people who are bilingual, and academic outcomes of English Language Learners (ELL). Lenneberg’s critical period hypothesis (CPH) is applied to early life acquisition of L2 as well as both means of later life L2 acquisition. Cognitive benefits are shared in moderation by people in every category of bilingualism, and are discussed in depth with regards to executive function processes of working memory and cognitive flexibility. These benefits can be linked back to the process of code-switching, which involves switching between languages or inserting codes from one language into the other (Green & Wei, 2016). Despite these cognitive advantages, ELL studying in the United States typically experience difficulty achieving academic proficiency due to language and environmental factors, one of which being a lack of instructor training in working with ELL students.
Keywords: Bilingualism, cognitive, cognitive benefits, ELL, code switching
Recommended Citation
Busi, Maia and Nohara-Leclair, Michiko, "Bilingualism: A Cognitive Superpower" (2023). 2023 Student Academic Showcase. 7.
https://digitalcommons.lindenwood.edu/src_2023/Posters/Session1/7
Included in
Bilingualism: A Cognitive Superpower
An investigation of bilingualism in terms of the acquisition of a second language (L2), the cognitive benefits shared by people who are bilingual, and academic outcomes of English Language Learners (ELL). Lenneberg’s critical period hypothesis (CPH) is applied to early life acquisition of L2 as well as both means of later life L2 acquisition. Cognitive benefits are shared in moderation by people in every category of bilingualism, and are discussed in depth with regards to executive function processes of working memory and cognitive flexibility. These benefits can be linked back to the process of code-switching, which involves switching between languages or inserting codes from one language into the other (Green & Wei, 2016). Despite these cognitive advantages, ELL studying in the United States typically experience difficulty achieving academic proficiency due to language and environmental factors, one of which being a lack of instructor training in working with ELL students.
Keywords: Bilingualism, cognitive, cognitive benefits, ELL, code switching