Recommendation Findings

Bilingual children have shown slight advantage over monolingual

children in terms of communicative competence, theory of mind, and
selective attention. Researcher have argued that this advantage are
due to bilingual children’s experience with choosing appropriate
languages for the context. If this interpretation is correct, then
children’s early experience with language choice could lead them to
early insight in the mind of others and attention to relevant cues, at
least in linguistic and social domains. To test this interpretation , it
would be particularly crucial to document change in theory of mind and
selective attention longitudinally as children as children acquire second
language in the preschool years.

In closing, it is clear that bilingualism does not lead to confusion in

development, as once fared by researchers and parents alike. The
literature I reviewed here showed that bilingualism does impact on both
Language and cognitive development in small and systematic ways, the
different between bilingualism and menolingualism allow us insight into
how development unfolds. For example, we can uncover where
experience using a Language makes a different in how that language
develop. As further research with bilinguals is carried out, we will gain
additional insight into how development take place in all children.
Summary and Conclusion

The purpose of this article was to offer some answer to the question of
why or how bilingualism affects language and cognitive development.

As I noted at the beginning of this chapter, it is not surprising to find

that the answer is at least partially definitional. Bilingual children know
two language and monolingual k now one. What is it about the
knowledge of two language that makes development different? I
reviewed four areas in which different documented: delay in language
development, acceleration in language development, cross linguistic
transfer and cognitive differences. There are small but delectable
difference between bilingual and monolinguals in these areas. These
difference can shed some lights in to how language and cognitive
development unfold in all children I win review each of the major
difference in turn, in hopes of highlighting what the differences might
tell us about language and cognition development in general.

There are some evidence of bilinguals acquiring some aspect of

language more slowly than monolinguals. Recall, however, that
bilinguals do not seen to be delayed in all aspects of language. The
delays observe thus fan are often with aspects of language that are
thought to be highly dependent in frequency. Bilinguals children hear
and use less of either language than monolingual children. For example,
bilingual children delay in irregular past tense form should come as no
surprise. There is no other way to learn a truly irregular past tense
except by memorization. Bilinguals less frequent experience with either
language should cause delays in the aspect of language in which
frequency is crucial for acquisition. Some language theorist have
argued that much of language is learned on the basis of children own
usage. Bilingual’s acquisition allows an intensity testing ground for such
theories.

Language acquisition is not based on frequency of usage alone. At

some point in development, children must make penalizations that can
exist in their language to this chapter, I agreed that when bilinguals
have two similar underlying structure in their two language, they can be
accelerated in their usage of that structure relatives to what we might
expect from their level of proteciency. If bilinguals have two different
underlying structure available, then there may be some cross-imagistic
transfer, at least when they producer speech. If this in tenpretation is
correct, then bilingual children generalization about possible structure
in their two languages are not distinct language.