And, in my essay I will discuss five reasons that support my statement and theses reason are: 1. Bilingual build a better brain and improve your educational skills. Students who study more than one language tend to be smarter than the students who study in one language. Because, they can think differently and out the box all that because the different skills which they again it from both languages. Furthermore, Dr. Joanne H. Urrutia, Director of the district 's Bilingual Education and World Languages Department reported that there are studies shown that bilingual students in general academically outperform and score higher on standardized college entrance exams than monolingual students.
High achievers are very similar to that of a gifted student as it relates to the cognitive aspect of learning. While they exhibit less interest for certain topics than other students, they seem to master concepts at a faster pace than others and sometimes at a higher percentile. Gifted students may appear to be self -directed in the sense that they take initiative to complete task with their peers. This can sometimes have a positive influence on other students due to the overly complex/abstract thoughts of the gifted child. The curiosity and self-motivation sets the gifted learner apart from high achievers.
In the United States, academic underachievement among children who are not fluent speakers of the predominant school language, English, is an unequivocal reality (Fry, 2008). Language-correlated achievement gaps have been characterized in other countries too. Dustmann et al. (2012) found that a language spoken at home that is not the predominant language in education is the single most important factor associated with the achievement gap between immigrants and natives of several OECD countries. Minority language students tend to perform more poorly in school than majority language peers, probably because of limited proficiency in the primary language of instruction (August & Shanahan, 2006; Kieffer, 2008).
While these explanations for differences in communication apprehension levels all are persuasive, their impact is limited to differences across different families. Little attention has been directed toward differences in communication apprehension level among children within the same family. Randolph and McCroskey (1977) advanced what initially appeared to be a promising theory designed to explain differential communication apprehension levels among children within the same family as a function of birth order and family size. The first study they conducted yielded substantial support for their theory (Randolph & McCroskey, 1977), but subsequent research, which involved a much larger sample of subjects permitting a more powerful test of the
In 1970, another study found out that bilinguals are more intelligent than monolinguals. Both of these studies have been found to be marred by failing to take social and cultural issues and effects into account (Grosjean, 1982). The fact appears that bilinguals are neither more nor less intelligent than their monolinguals. Nevertheless, having two languages give bilingual children some advantages in several domains particularly in the tasks that involve cognitive flexibility and the control of attention. For example, bilinguals are excellent at paying attention, taking off irrelevant information and selecting between several solutions to a problem.
Synapses numbers hit their highest levels in children between the ages of 2 and 4. These then start to decline and become steady between the ages of 10 and 15. To some extent these findings point to the onset of puberty being the end of an important phase of learning. Aside from the biological implications in relation to SLA there are other factors which have a positive correlation to learning English at an early age. The younger a child is the more used to making mistakes they are and the less embarrassed they become when making them.
Moreover bilingual people have a capacity much better than the monolingual to make decisions and to succeed. They can be also some better leaders:”Bilinguals do not differ from monolingual in term of active inhibition but have acquired a better ability to mantain action goals to use them to bias goal-related information. Under some circumstances,this ability may indirectly lead more pronounced reactive inhibition of irrelevant information.” This mean that bilinguals have much more executive control than monolingual” Bilingual people are also better than monolingual people at switching between two tasks; for example, when bilinguals have to switch from categorizing objects by color (red or green) to categorizing them by shape (circle or triangle), they do so more rapidly than monolingual people reflecting better cognitive control when changing strategies on the
DISCUSSION The results of qualitative data gathering techniques have revealed discrepancies in how evaluators assessed social skills. The largest changes were observed by the adolescents themselves. Previous research (Forness and Kavale, 1996; Renk and Phares, 2004) has shown that on average the participants themselves notice more social skills improvement than other evaluators. According to the adolescents’ self-evaluations, the biggest positive difference could be seen on the subscale – assertiveness, while the smallest positive difference could be seen on the subscale – self control. The subscale – assertiveness includes behaviours which require an individual to act, e.g.
It is evident that both Piaget and Vygotsky acknowledge cognitive development in children as a process and view the child as an active learner. However, it is important that a distinguish is made between their different stages of development. Although Piaget seems to have adequately described general sequences of intellectual development, his tendency to infer underlying competencies from intellectual performances often led him to underestimate children’s cognitive capabilities. Some investigators have challenged Piaget’s assumption that development occurs in stages, whereas others have criticized his theory for failing to specify how children progress from one “stage” of intellect to the next, and for underestimating social and cultural influences on intellectual development. Vygotsky provided a valuable service by reminding us that cognitive growth is best understood when studied in the social and cultural contexts in which it occurs.
7 Key Benefits of Being Bilingual 1. Greater Cognitive Skills Bilingualism has been seen to enhance essential brain functions for focusing on demanding mental tasks. Then when it comes to creativity and problem-solving, studies have shown a distinct advantage for children who speak two languages. It 's believed that their brains can process and sort through information more efficiently than monolingual individuals. Since they must subconsciously choose words from a certain language, they gain more practice at selecting vital information over trivial details.