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.