He even said that he hates it when I speak Chinese with him! All of a sudden, our children are surrounded by peers, teachers, administrators even the janitor and bus driver all day long who speak nothing but the community language. However, not all families experience this abrupt change once their children are school age. What is their secret?
Centralization of language areas in the brain[ edit ] Language acquisition in multilingual individuals is contingent on two factors: Various regions of both the right and left hemisphere activate during language production. Multilingual individuals consistently demonstrate similar activation patterns in the brain when using either one of the two or more languages they fluently know.
It has been found that multilingualism affects the structure, and essentially, the cytoarchitecture of the brain.
Consensus is still muddled; it may be a mixture of both—experiential acquiring languages during life and genetic predisposition to brain plasticity.
Participants in the studies who had transient language exposure as an infant or were multilingual showed greater brain activation in non-verbal working memory patterns, compared to monolingual speakers.
Research has shown that infants who show proficiency in nonnative phonetic perception at 7 months have slower language development than those who show proficiency in native phonetic perception.
The symptoms and severity of aphasia in multilingual individuals depend on the number of languages the individual knows, what order they learned them, and thus have them stored in the brain, the age at which they learned them, how frequently each language is used, and how proficient the individual is in using those languages.
The localizationalist approach views different languages as stored in different regions of the brain, explaining why multilingual aphasics may lose one language they know, but not the other s. Recovery of languages varies across aphasic patients.
Some may recover all lost or impaired languages simultaneously. For some, one language is recovered before the others. In others, an involuntary mix of languages occurs in the recovery process; they intermix words from the various languages they know when speaking. The BAT consists of 3 sections that patients are required to answer with continuously as the test administrators record their answers.
PET scans from these studies show that there is a separate region in the brain for working memory related to sign language production and use. These studies also find that bimodal individuals use different areas of the right hemisphere depending on whether they are speaking using verbal language or gesticulating using sign language.
The executive control system is responsible for processes that are sometimes referred to as executive functionsand among others includes supervisory attentional system, or cognitive control. The word must be placed in the appropriate phonological and morphological context.
In studies, multilingual subjects of all ages showed overall enhanced executive control abilities. This may indicate that the multilingual experience leads to a transfer of skill from the verbal to the nonverbal.
Studies show that the speed with which multilingual subjects perform tasks, with and without mediation required to resolve language-use conflict, is better in bilingual than monolingual subjects. Studies have brought part of the answer to frequent questions such as: Does multilingualism make children smarter?
Defenders of multilingualism assert that speaking another language contributes to an intelligent and healthy brain whereas opponents of multilingualism vehemently insist that speaking another language does not make children smarter and that on the contrary, it can disturb their learning journey.
Multilingualism aids in the building up of cognitive reserves in the brain; these cognitive reserves force the brain to work harder—they, themselves, restructure the brain. More research is required to determine whether learning another language later in life has the same protective effects; nonetheless, it is evident from the variety of studies performed on the effects of multilingualism and bilingualism on the brain, that learning and knowing multiple languages sets the stage for a cognitive healthy life.
Neural representation in the bilingual brain[ edit ] Functional neuroimaging and language organization in the human brain[ edit ] Work in the field of cognitive neuroscience has located classical language areas within the perislyvian cortex of the left hemisphere.
This area is crucial for the representation of language, but other areas in the brain are shown to be active in this function as well. Language-related activation occurs in the middle and inferior temporal gyri, the temporal pole, the fusiform gyri, the lingula, in the middle prefrontal areas i.
There also appears to be activation in the right hemisphere during most language tasks. These areas are functionally characterized by linguistically pertinent systems, such as phonology, syntax, and lexical semantics—and not in speaking, reading, and listening.
For example, increased familiarity with a language has been found to lead to decreases in brain activation in left dorsolateral frontal cortex Brodmann areas9, 10, Neuroimaging studies of bilingualism generally focus on a comparison of activated areas when using the first language L1 and second language L2.
Studies of language production which employ functional neuroimaging methods, investigate the cerebral representation of language activity in bilinguals. Repetition of words engages overlapping neural structures across both languages; whereas, differences in neural activation are only observed in the left putamen when individuals repeat words in their second language.The term bilingual education can be used to classify several different types of programs such as: the total immersion program, English as a Second Language (ESL)/sheltered immersion programs, transitional bilingual education, maintenance bilingual education, and dual language programs.
Benefits of Bilingual Education. The Federal government passed the Bilingual Education Act in This Act provided funding to any district that would integrate English and the native language of the student in the classrooms/5(2). The Benefit Of Being Bilingual Education Essay This assignment examines the benefit of being bilingual to one’s cognitive development and educational success.
It will discuss evidence of this belief and explore whether this is always the case or not and the reasons behind such thinking.
In conclusion, bilingual education does have its pros and cons, but the advantages from an effective bilingual education benefits individuals and the society directly indirectly in terms of self well being, economic growth and globalisation.
Benefits of bilingual education essay.
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