The term, bilingualism, is widely referred to the ability to use two languages (Franson,

2009). Researchers also define bilingualism as the native-like control and the practice of
alternately using two languages (Bloomfield, 1933:56; Weinreich, 1953:1). In relation to
bilingualism, the second language acquisition is the process in which an individual acquires a
second language in addition to the native language (Ionut, 2011). In fact, bilingualism might be
different for every individual in the process of acquiring second language (L2) due to the
psychological variables.

To be bilingual means different things to different people. Thus, a number of

psychological variables will determine the pathway of young learners to be bilinguals. There is a
common belief that the younger the learner, the more efficient the second language is (Ionut,
2011). This is also agreed by Robert (2016) that it is more difficult for adults to acquire a second
language. When adults’ language system is already fixed, it is difficult for them to acquire native
proficiency of the second language. Critical period hypothesis (CPH) that was introduced by
Penfield and Roberts in 1959 again proved this belief (Penfield & Roberts, 1959). They claimed
that language acquisition needed to take place between age two and puberty – a period which
coincides with the lateralization process of the brain.

Second language acquisition of young learners are closely related to the modularity of
the brain. For the majority of the individuals, language is left-lateralized (Plante, Almryde,
Patterson, Vance, & Asbjørnsen, 2014, p. 308). This can be proved by Aphasias. A speech
sample from a Broca’s aphasic, who had a stroke which damaged a large portion of his left
hemisphere showed a number of language problems including some problems with naming and
repetition (Obler & Gjerlow, 1999, p. 40-41). Thus, it is proved that language learning is left-
lateralized. If the left hemisphere is damaged, the individuals may resulted in the loss of speech.

Malaysia is a multicultural country that is made up of different races, languages and

cultures. Thus, the aspects of culture play an important role in affecting the young learners’
bilingualism. The fact is, English is neither the mother tongue (L1) nor the national language in
Malaysia. Moreover, each ethnic in Malaysia has their own mother tongue. For instance, Malay
speaks Malay language, Chinese speaks Mandarin and Indian speaks Tamil. Thus, most of the
young learners only started to acquire English as second language (L2) when they attend
kindergarten or primary school. This acquisition is known as coordinate bilingualism where the
learners acquire two languages in different contexts: home and school (Liddicoat, 1991).
Therefore, the grammar of their two languages would be completely independent. This leads to
the difficulty in translating between two languages among the coordinate bilinguals (Diller,
1970).

Other than that, parents’ language beliefs and education levels will influence the second
language acquisition of young learners. The home language may affect the rate of young
learners to acquire their second language. There are two types of situation that resulted in
different types of bilingualism. First, in a Chinese Family, the father speaks English to the child
whereas the mother speaks Mandarin to the child. Thus, the child may acquire two languages
as his or her first languages (L1). This process of being bilingual is known as simultaneous
bilingual. It occurs when a child acquires two languages from birth (Forslund, 2009). Second, in
a Malay family, both parents speak only one language which is Malay language to the child.
Thus, the child first acquires Malay language through home language and only learn English
when the child attends the school. This type of bilingualism is known as sequential bilingualism.
It occurs when a language is acquired after the first language is established after the age of
three (Forslund, 2009; Liddicoat, 1991).

Apart from the factors that affect the bilingualism among young learners, bilingualism
may actually confer distinct advantages to the developing brain (Konnikova, 2015). Various
studies (Olsen et al., 2015; Duncan et al., 2018) showed that bilinguals would exhibit a greater
volume of the grey and white matter which are important in executive and language functions
than the monolinguals. These results were agreed by Amarsdottir (2012) that bilingual children
are more able to solve problems that require a high level of control. Generally, executive
functions are defined as the cognitive abilities that consciously support goal-directed behaviors
(Ackerman & Friedman-Krauss, 2017). When young learners exhibit executive controls, they
can maintain focus on the teacher or task at hand; remember and follow directions; manage
emotion and have a greater performance in completing tasks which require problem-solving,
memory and thought (Rudner & Signoret, 2016; Ackerman & Friedman-Krauss, 2017; Bialystok,
2015). Therefore, being bilinguals will help young learners to be capable of meeting the
challenges of the 21st century.

Moreover, being bilingual does enhance young learners in their social-emotional

development. Various studies (as cited in Moriguchi, 2014) had shown that executive functions
was significantly correlated with theory of mind (ToM). ToM refers to the ability of children to be
aware that the individuals can have mental states, such as false belief (Moriguchi, 2014). As
young learners exhibit executive functions through bilingualism, they will be aware of another
person’s false belief. This will help them to understand and accept other’s opinions, views,
beliefs as well as individual differences. A study by Pransiska (2017) states that bilingual
children are able to make new friendship conveniently as well as good companionship using
their second language (L2). When they are able to speak more than one language, they are
also learning a new culture through language. Thus, they will develop a positive attitude and
respect about other culture and groups (Pransiska, 2017). This indicates that bilingual children
will appreciate people from other countries and culture as they exhibit executive functions
through the process of being bilingual.

In conclusion, bilingualism is varied for different individuals. Psychological variables that

affect young learners to be bilingual include age, cognition, aspects of cultures and parents’
language beliefs and education levels. These variables will determine the types of bilingualism
of young learners. In fact, being bilingual may confer distinct advantages to the developing
brain and young learners’ development. Young learners are able to exhibit executive controls as
well as better social-emotional development. Thus, the understanding and advantages of
bilingualism should be introduced to worldwide people so that we can exhibit the advantages
through bilingualism.

(1054 words)
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