CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập – Tự do – Hạnh phúc

Nguyễn Tất Thành University

NNT Institute International Education

FINAL REPORT OF THE STUDENT SCIENTIFIC

RESEARCH PROGRAM IN 2023
Subject name:

IMPORTANCE OF DUAL LANGUAGE LEARNING

IN EARLY CHILDHOOD LEARNING ENVIRONMENT

Instructor : Trần Hoàng Cẩm Tú

Project leader : Lê Phúc Quỳnh

Project group: Lovely yogurt

List of member
Name Student ID Evaluation of participation
1 Nguyễn Thanh Tùng 2200004101 100%
2 Lại Thanh Thanh 2200003919 100%
3 Lê Phúc Quỳnh 2200002418 100%
4 Liêu Hoàng Hồng Anh 2200004778 100%

TP. Hồ Chí Minh, ngày 31 tháng 08 năm 2023

 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc

Nguyễn Tất Thành University

NNT Institute International Education

FINAL REPORT OF THE STUDENT SCIENTIFIC

RESEARCH PROGRAM IN 2023
Subject name:

IMPORTANCE OF DUAL LANGUAGE LEARNING

IN EARLY CHILDHOOD LEARNING ENVIRONMENT

Instructor : Trần Hoàng Cẩm Tú

Project leader : Lê Phúc Quỳnh

Project group: Lovely yogurt

List of member
Name Student ID Evaluation of participation
1 Nguyễn Thanh Tùng 2200004101 100%
2 Lại Thanh Thanh 2200003919 100%
3 Lê Phúc Quỳnh 2200002418 100%
4 Liêu Hoàng Hồng Anh 2200004778 100%

TP. Hồ Chí Minh, ngày 31 tháng 08 năm 2023

1
 TABLE OF CONTENTS

SLIDE COVER PAGE ............................................................................................................................. 1

TABLE OF CONTENTS ...................................................................................................................... 2,3

GUARANTEE...................................................................................................................................... 4

ACKNOWLEDGEMENTS.................................................................................................. ............... 5

LIST OF ABBREVIATES............................................................................................... .................... 6

LIST OF FIGURES...... .................................................................................... .................................... 7

CHAPTER 1 . 29INTRODUCTION................................................................................................. .. 8
1.1.Overview............................................................................................................................ ....... 8,9
1.2.Problem Statement.......................................................................................... .............................. 9
1.3. Purpose............................................................................................................................... .... 9,10
1.4.Research question ...................................................................................................................... 10
CHAPTER 2. DOCUMENTARY OVERVIEW....................................................................... ........ 11
2.1 Notions.................................................................................................................................. ..... 11
2.2 Overview of research situation at home and abroad............................................................ ...... 11
 2.2.1 Overview of research abroad.................................................................... 11,12,13,14,15
 2.2.2 Overview of research in the country ................................................................................ 15
2.3. The relationship between the theoretical basis and the research base............................... ....... 15
CHAPTER 3. CONTENT AND RESEARCH METHODS ....................................................... ...... 16
3.1 Research process ............................................................................................................................. 16
3.2 Research subjects................................................................................................................... .... 16
3.3 Respondents............................................................................................................................ ... 16
3.4. Survey plan ............................................................................................................................. . 16
3.5 Research Methodology ......................................................................................................... 16,17,18
CHAPTER 4. FINDING & DISSCUSION .......................................................................................... 19
4.1 Investigate how learning two languages can affect you and children's cognitive, linguistic,
social and emotional development in positive ways. ...................................................................... 19,20
4.2.To understand how language learning can enhance children's intercultural competence and
communication skills in a globalized and multilingual society. ..................................................... 20,21

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 4.3. To evaluate how dual language learning can be implemented effectively in educational
settings, such as content and language integrated learning (CLIL) programs, and what challenges
and benefits they may entail for teachers, students, parents, and administrators........................... 21,22
4.4 To contribute to the advancement of knowledge and practice in the field of early childhood
education, and to inform policy and curriculum decisions regarding bilingual education............ 22,23
CHAPTER 5 . CONCLUSION .............................................................................................................. 24
5.1.1 Theoretical Foundations .............................................................................................................. 24
 5.1.1.1 Benefits of Dual Language Learning ........................................................................... 24
 5.1.1.2. Impact on Children's Mother Tongue ......................................................................... 24
 5.1.1.3. Strategies for Children to Learn Bilingualism ........................................................... 24
5.1.2. Result ........................................................................................................................................... 25
5.2 Methods, Techniques ...................................................................................................................... 25
5.3. Limitations & further research ................................................................................................. 25,26
REFERENCES..................................................................................................... ............................... 27
A.Dosmestic references .......................................................................................................................... 27
B. Foreign references .............................................................................................................................. 27

3
 GUARANTEE

We hereby affirm that the scientific research topic: “IMPORTANCE OF DUAL

LANGUAGE LEARNING IN EARLY CHILDHOOD LEARNING
ENVIRONMENT”, is entirely done by us with the guidance of Lecturer Tran Hoang
Cam Tu. The research content on the topic has not been published in any form. All
data, documents and diagrams for analysis, comments, and evaluation are collected
from various sources and have clear origins. If any fraud is detected, we are fully
responsible for the content of the research.

4
 ACKNOWLEDGEMENTS
We express our sincere gratitude to Ms. Tran Hoang Cam Tu for her priceless
instruction and guidance throughout the process of conducting and writing this
scientific research paper, which we present to her for evaluation. She was always
available to answer our questions, provide us with helpful resources, and offer us
constructive feedback. During the implementation of the research, we inevitably
faced some challenges and difficulties due to our limited knowledge and experience
in the field. We appreciate her patience and support in helping us overcome these
obstacles and improve our skills and understanding. We look forward to receiving her
further feedback to enhance the quality and rigor of our scientific research paper.

5
 LIST OF ABBREVIATES

UNESCO: United Nations Educational, Scientific and Cultural Organization

DLLs : Dual language learners

CLIL (Content and Language Integrated Learning)

6
 LIST OF FIGURES
Picture 1: Model about the benefits of bilingualism for children’s cognitive, social, emotional, and
cultural development of Claude Goldenberg, Judy Hicks, and Ira Lit (2013).................................... 12

Picture 2: Model about the best practices for teaching DDLs based on the existing evidence from
research practice of Claude Goldenberg, Judy Hicks, and Ira Lit (2013)......................................... 13

Picture 3: Model about the recommendations for policy and practice to support DLLs and their
families in early childhood settings of Claude Goldenberg, Judy Hicks, and Ira Lit (2013) ........... 13

Picture 4: Model about the importance of considering contextual factors when examining in the
intricate relationship between bilingualism and cognitive development in DDLs of CRaluca Barac,
Ellen Bialystok, Dina C. Castro, and Marta Sanchez ( 2014) 14

Picture 5:The table shows each step of the research process............................................................... 16

Picture 6: Table showing the information of the interviewees ............................................................ 17

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 Chapter 1 .Introduction
1.1 Overview
The growing recognition of the importance of dual language learning in early childhood learning
environments has sparked significant interest among researchers, educators, and policymakers. As
societies become increasingly diverse and interconnected, the ability to communicate effectively in
multiple languages is becoming a valuable skill for individuals and societies alike. Dual language
learning not only enhances cognitive and linguistic abilities but also promotes cultural inclusivity,
social-emotional development, and future academic and career opportunities.

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO),
more than half of the world's population is bilingual or multilingual, using two or more languages in
their daily lives (UNESCO, n.d.). Bilingualism and multilingualism are not solely attributed to
migration, globalization, and intercultural contact but are also recognized as invaluable resources
for individual and societal development.

In the United States, the number and diversity of Dual Language Learners (DLLs) have seen a
significant increase in recent decades, driven by factors such as immigration, demographic shifts,
and language policies. The U.S. Census Bureau reports that over 20% of the U.S. population aged
five and older speak a language other than English at home, with projected growth of 25% by 2020
(U.S. Census Bureau, n.d.). Among children aged five to seventeen, more than 23% speak a
language other than English at home, and this percentage rises to over 28% for children under the
age of five. DLLs in the U.S. represent a vast array of languages, with Spanish, C hinese, Arabic,
Vietnamese, and French being some of the most common, while over 350 languages are spoken by
DLLs nationwide.

DLLs constitute a heterogeneous group with diverse backgrounds, experiences, and characteristics.
Variations in the age of onset, rate and sequence of language acquisition, proficiency and
dominance in each language, exposure and access to languages, motivation and attitude toward
languages, identity and cultural associations, as well as cognitive and academic abilities, all
influence how DLLs learn and use their languages, and how they interact with peers, teachers,
families, and communities.

While dual language learning presents opportunities for DLLs, it also poses challenges. Research
has demonstrated that bilingualism/multilingualism can yield numerous benefits for DLLs,
including enhanced cognitive flexibility, metalinguistic awareness, executive function, creativity,
problem-solving skills, cross-cultural competence, self-esteem, and academic achievement.
However, linguistic interference, code-switching, vocabulary gaps, academic difficulties, identity
conflicts, discrimination, and marginalization have also been identified as potential challenges for
DLLs engaging in dual language learning.

Given the critical period of early childhood, during which children's brains are highly plastic and
sensitive to linguistic input and stimulation, focusing on the importance of dual language learning in
this stage is paramount. Understanding effective strategies, instructional methods, and supportive
learning environments for DLLs can not only optimize their language development but also lay a
solid foundation for their overall cognitive, social-emotional, and academic growth.

This research aims to delve into the topic of the importance of dual language learning in early
childhood learning environments, examining the benefits, challenges, and factors influencing DLLs'
language acquisition and usage. Through a comprehensive investigation of effective instructional
practices, environmental supports, and the interplay of various factors, this study seeks to contribute

8
 to the development of evidence-based approaches that maximize DLLs' potential while mitigating
potential difficulties they may encounter.

1.2 Problem statement

Research on the significance of dual language learning in early childhood learning environments is
imperative due to its profound impact on various aspects of children's development. Scientific
studies have revealed that engaging in dual language learning enhances cognitive flexibility,
executive function, and attention skills. This occurs as children navigate between languages,
requiring them to process information using distinct cognitive mechanisms. Furthermore, empirical
evidence suggests that dual language learning fosters empathy and social understanding by
exposing children to diverse perspectives and cultures through language acquisition.

Moreover, linguistic research demonstrates that dual language learning contributes to heightened
fluency and proficiency in both languages. This linguistic competence encompasses a broader
lexicon, enhanced grammatical knowledge, improved pronunciation, and advanced literacy skills.
These language-related proficiencies not only facilitate effective communication but also position
children for greater success in academic endeavours.

Additionally, scientific investigations indicate that dual language learning plays a vital role in
maintaining cultural connections and identity. By embracing their home language while acquiring a
new language and culture, children develop a stronger sense of belonging and self-esteem. This
psychological well-being positively impacts their social interactions and emotional development.

Lastly, from a pragmatic standpoint, scientific literature highlights the long-term benefits of dual
language learning. Bilingual or multilingual individuals possess a valuable skill set sought after in
today's globalized world. Proficiency in multiple languages opens doors to diverse academic and
career opportunities, thus equipping children with a competitive advantage for future success.

In conclusion, the scientific exploration of the importance of dual language learning in early
childhood learning environments sheds light on its profound implications for cognitive, social,
cultural, and academic development. By unravelling these scientifically grounded insights,
educators and policymakers can devise evidence-based strategies to effectively support and promote
dual language learning among all children.

1.3 Purpose:
- To investigate of how learning two languages can affect you and children's cognitive, linguistic,
social and emotional development in positive ways.
- To understand how language learning can enhance children's intercultural competence and
communication skills in a globalized and multilingual society.
- To evaluate how dual language learning can be implemented effectively in educational settings,
such as content and language integrated learning (CLIL) programs, and what challenges and
benefits they may entail for teachers, students, parents, and administrators.
- To contribute to the advancement of knowledge and practice in the field of early childhood
education, and to inform policy and curriculum decisions regarding bilingual education .

9
1.4 Research question:
What are the benefits of dual language learning?
Does dual language learning in early childhood learning environment affect children's mother
tongue?
How can children learn bilingualism?

10
 CHAPTER 2. LITERATURE REVIEW
2.1 Notions

Dual language : A form of education in which students are taught literacy and content in two
languages. It can have different goals and models, such as transitional, maintenance, or two-way
enrichment programs. Dual language programs aim to develop bilingualism, biliteracy, academic
achievement, and cross-cultural competence.(Goldenberg, C., Hicks, J., & Lit, I).

DLLs :
 Children who are learning English as a second language while they are gaining early
proficiency in their home language.

 The term dual language learners is preferred for preschoolers, since young children are still
in the process of acquiring their first language. The authors also note that DLLs are a diverse
group of children who vary in their linguistic, cultural, and socioeconomic backgrounds.
They may have different levels of exposure and proficiency in both languages, and different
patterns of language use at home and in school. Therefore, educators need to be aware of the
individual needs and strengths of each DLL in their classroom.

Bilingualism :A complex and fascinating phenomenon that affects millions of people around the
world. It means the ability to speak or understand two languages, and it can be acquired by children
or adults in different social settings or through learning. It can also refer to the frequent use of two
languages by a community or in teaching. Bilingualism is a result of language contact between
people who speak different languages.( Anthony J. Liddicoat)

2.2 International and Vietnamese research overview

2.2.1 International research review

The article titled "Dual Language Learners: Effective Instruction in Early Childhood" by Claude
Goldenberg, Judy Hicks, and Ira Lit provides a comprehensive overview of the research landscape
regarding effective instruction for dual language learners (DLLs) in early childhood education. The
primary objective of this study is to examine the current state of research in order to identify
successful instructional approaches that promote optimal language development and academic
success for DLLs in specific contexts.The researchers conducted an extensive literature review,
analyzing a wide range of research studies conducted in various countries. The research subjects
primarily consisted of DLLs in early childhood education settings, including preschools,
kindergarten programs, and early intervention programs. The studies encompassed diverse
populations, considering factors such as age of language acquisition, proficiency levels in English
and the native language, and cultural backgrounds.To gather relevant data, the researchers
employed a systematic approach, identifying key databases, scholarly journals, and conference
proceedings. They utilized specific search terms related to DLLs, bilingualism, early childhood
education, and effective instructional strategies. The inclusion criteria focused on studies published
within the last decade, written in English or translated versions, and providing empirical evidence
on effective instructional practices for DLLs.The research process involved carefully examining
each selected study, and extracting pertinent information on instructional approaches, outcomes,
and participant characteristics. The researchers synthesized the findings from these studies to
identify common themes and trends across different instructional strategies. They paid particular
attention to methodologies used, sample sizes, and statistical analyses to assess the rigor and

11
reliability of the research.Based on their analysis, the researchers found several effective
instructional practices for DLLs in early childhood settings. These included promoting bilingualism
and biliteracy, implementing culturally responsive teaching strategies, providing explicit language
instruction, and fostering strong home-school partnerships. The results revealed that these
approaches were associated with positive outcomes in language development, academic
achievement, and social-emotional well-being for DLLs.By examining research both within and
outside the country, this study provides a comprehensive understanding of effective instructional
practices for DLLs. The findings offer valuable insights to educators, policymakers, and
practitioners in tailoring instruction to meet the unique needs of DLLs in their respective contexts.
Furthermore, the research emphasizes the importance of considering individual differences and
cultural factors when designing and implementing instructional strategies for optimal language
development and educational outcomes for DLLs in early childhood settings.

Picture 1: Model about the benefits of bilingualism for children’s cognitive, social, emotional, and
cultural development of Claude Goldenberg, Judy Hicks, and Ira Lit (2013)

12
Picture 2: Model about the best practices for teaching DDLs based on the existing evidence from
research practice of Claude Goldenberg, Judy Hicks, and Ira Lit (2013)

Picture 3: Model about the recommendations for policy and practice to support DLLs and their
families in early childhood settings of Claude Goldenberg, Judy Hicks, and Ira Lit (2013)

The scientific article titled "The cognitive development of young dual language learners: A critical
review" authored by Raluca Barac, Ellen Bialystok, Dina C. Castro, and Marta Sanchez offers a
meticulous examination of the research literature pertaining to the cognitive development of young
dual language learners (DLLs). The research objective centres around conducting a critical review
to synthesize and analyze findings related to the cognitive abilities and processes exhibited by DLLs
during their early childhood years.

13
The survey subjects encompassed DLLs within the age range of 2 to 6 years, who were
concurrently exposed to and acquiring two languages. These participants were drawn from diverse
linguistic and cultural backgrounds, allowing for a comprehensive exploration of the unique
experiences of DLLs across various sociocultural contexts.

The study's primary purpose was to investigate the cognitive development of DLLs, with a specific
focus on understanding the potential advantages and challenges associated with bilingualism in this
population. A key aim was to uncover how bilingualism may influence different cognitive domains,
including executive functions, attentional control, working memory, and metalinguistic awareness.
A rigorous scientific methodology was employed, involving a critical review of the existing
research literature. Systematic identification of relevant articles was conducted, employing specific
search criteria related to cognitive development, bilingualism, and early childhood. Each selected
study underwent careful scrutiny, with particular attention given to methodological rigour, sample
sizes, and statistical analyses to evaluate the quality and validity of the evidence presented.

The results of this critical review shed light on the cognitive profiles of young DLLs, revealing that
bilingualism can confer notable cognitive advantages compared to monolingual peers. Particularly,
enhanced cognitive abilities were observed in areas such as executive functions and attentional
control among bilingual DLLs. This suggests that bilingualism may foster cognitive flexibility,
inhibitory control, and metalinguistic awareness. Nevertheless, the researchers acknowledge the
potential influence of factors such as socioeconomic status, language proficiency, and home
language support on the magnitude of these advantages.

Overall, this comprehensive scientific review contributes significant insights into the cognitive
development of young DLLs. The findings underscore the potential cognitive benefits associated
with bilingualism during early childhood. This study emphasizes the importance of considering
contextual factors when examining the intricate relationship between bilingualism and cognitive
development in DLLs. The evidence-based guidance provided by this research has implications for
practitioners and educators, enabling them to optimize cognitive outcomes for young DLLs within
early childhood educational settings.

14
Picture 4: Model about the importance of considering contextual factors when examining in the
intricate relationship between bilingualism and cognitive development in DDLs of CRaluca Barac,
Ellen Bialystok, Dina C. Castro, and Marta Sanchez ( 2014)

2.2.2 Vietnamese research review.

Hy Thi Hong Nhung researches the development situation as well as language characteristics of
children (0-3 years old ). Through the information learned, the process of language acquisition of
children is divided into 3 stages : The stage from 0 to 1 year old is a simple pronunciation stage,
The stage from 1 to 2 years old, for Vietnamese children can pronounce more complex sounds ,at
this stage children can only speak a few familiar words without expressing sentences. The stage
from 2 to 3 years, Vietnamese, children can express many sentences Syllables are more syllable, but
at this stage children begin to come to kindergarten and are more exposed to Vietnamese, with
Reduced exposure time to Chinese . In short, exposing children to bilingualism early will not impair
their development, but will also increase their ability to acquire language. Bilingual children often
have better memories by switching between two languages. Creating a properly bilingual
environment is an effective way to improve children's language development.

The article by Trương Thị Tuyết Hạnh presents an in-depth analysis of the communication and
cooperation abilities of preschool children. The practical opinions for this set of criteria is derived
from the synthesis of the 50 experts, including administrators, nursery and preschool teachers from
16 preschools in Ho Chi Minh City. The opinions of these experts have been carefully considered
and incorporated to ensure that the proposed criteria and indicators are comprehensive and well -
rounded. It is believed that the proposed set of criteria and indicators for assessment,
communication and cooperation capacity will play a significant role in the education of preschool
children, particularly those in the age group of 5-6 years who are preparing for grade 1. By
incorporating these criteria and indicators into their teaching methods, nursery and preschool
teachers can help children develop their communication and cooperation skills, which will not only
benefit them in their academic life but also in their personal and social life.

2.3. The relationship between the theoretical basis and the research base
"Educational Equity for Children of Different Languages: Mother Tongue-Based Bilingual or
Multilingual Education in the Early Years" is the title of a report by Jessica Ball from 2010. To
address this need, they conducted an experiment in teaching English to 72 million children.
According to research, it is important to create awareness campaigns regarding the value of creating
and utilizing mother tongue-based education. Additionally, campaigns supporting government
initiatives to support mother tongue-based bilingual and multilingual education programs must be
successful.
In a 2016 study report, Tarja Nikula, Emma Dafouz, Pat Moore, and Ute Smit demonstrated an
integrated method of teaching language and content that goes beyond merely imparting "non-verbal
content through an additional language." through the synthesis of research opinions on children and
students in Multilingual Education.In the context of CLIL (Content and Language Integrated
Learning), many subject teachers are aware from research that by teaching content in a second
language, they aim to increase the level of L2 in the curriculum program without lowering the
objective for content learning outcomes.
The authors of “The cognitive development of young dual language learners: A critical review”
summarize the research from numerous sources and emphasize that multilingual children have
distinct cognitive benefits. They demonstrate improved abilities in language control, recognition,
and language switching. Children that are bilingual also have stronger multitasking skills while
processing information.

15
 CHAPTER 3. CONTENT AND RESEARCH METHODS
3.1. Research process

Picture 5: The table shows each step of the research process

Finding the theoretical foundation for our study is the first stage in our research method. The
current literature, theory, and research that are pertinent to the subject of bilingualism in young
infants will be reviewed in this process. After establishing a sound theoretical foundation, we
developed the research hypothesis that will direct my inquiry. After deciding who the target
audience was, the following stage was to create interview questions that would assist gather the
information required to test my theory. The key to gathering useful data is to conduct in-depth
interviews with people who have expertise and experience related to our study topic. Following the
interviews, our team used a variety of methodologies, including coding and qualitative theme
analysis, to examine the data. Finally, our team compiled all of the information into a detailed
report that included suggestions based on the data analysis as well as a summary of the results,
interpretations, and conclusions.

3.2 Research subjects: Bilingual children at preschool and primary school age

3.3 Respondents: People with bilingual experience from childhood, parents with children or
relatives learning bilingual, people with bilingual teaching experience

3.4 Survey plan :

Survey Articles and scientific studies strategy both widely and internationally are used to gather
data for research papers utilizing qualitative research methodologies. Read and comprehend the
sources of factually accurate material in depth; then, list the key concepts, theories, and
fundamental ideas. Conduct a lot of interviews with people in various industries. After the
interview, gather information from audio recordings of the answers' answers. The data should then
be filtered and examined.

To serve the research, The members are assigned to interview and analyze data sources to collect
scientific research articles at home and abroad. Through the process of analyzing and filtering
appropriate information sources, evaluate, comment and give out result.

3.5. Research Methodology

Background:
The researcher conducted five interviews with individuals from different backgrounds and
professions as part of the study. The interviewees ranged in age from 25 to 49 and worked in
various fields such as business, government, education, security, and accounting. The interviews
took place between August 3 and August 9, 2023, at locations that were convenient for the
participants. The researcher introduced himself/herself to each subject and explained the purpose
and scope of the study before asking the research questions. The researcher also recorded the audio

16
of the interviewees’ responses with their consent. The responses revealed the interviewees’ personal
experiences, opinions, and perspectives on the topic of the study. The researcher collected and
analyzed the audio recordings after each interview to identify the main themes and insights that
emerged from the data.

The following inquiries were also utilized for reflection during the walk-in interview, but not as a
checklist, to delve into the experience and how the participants reflected on their identities:

 What are your thoughts on whether children in Vietnam should be bilingual? Is it necessary?
 What do you think are the advantages of bilingual education that can be implemented in an
outdoor learning environment?
 In early childhood learning environments, does learning two languages affect a child's
ability to use their mother tongue? What are your thoughts on this?
 What are your thoughts on how children acquire the ability to speak two languages?
Experience:
 Do you have experience with bilingual learning?
 Do you have any knowledge about effective methods or techniques for children to learn two
languages?
Opinion:
 Are you worried about preserving and enhancing a child's native language while they learn a
second language? If so, what steps have you taken to assist children in this endeavor?
 In an early childhood learning environment, do you believe that learning two languages
simultaneously can provide children with more chances to connect and communicate in their
native language? Please explain your reasoning.
 Do you believe that the learning environment in early childhood education has an impact on
a child's ability to learn two languages? If that is the case, what type of early childhood
education environment is the most effective for learning two languages?

Data analysis:

Order of Seniority Number of Date of

Name Occupation Gender
interviewees children interview

Tran Thi Vice-

1 30 years female 2 8/8/2023
Hien president

Ho Minh English
2 22 years female 0 3/8/2023
Ngan lecturers

Nguyen Security
3 none male 2 9/8/2023
Nhat guard

4 Kim Phung Housewife none female 1 9/8/2023

Nguyen
5 Office staff none male 0 8/8/2023
Thanh Trung
Picture 6: Table showing the information of the interviewees

Following the interview, the research team gathered responses from the interviewees that had
varying outcomes. Out of the 5 topics, 3 have some experience of seniority-related experience in
bilingual education; the other 2 have none. However, everyone recognizes the value and advantages
of multilingual education for kids. The capacity to use their native tongue will be impacted by
learning two languages, according to all 5 poll participants. They think that as preschoolers have not

17
yet fully mastered their mother tongue, they occasionally become confused and struggle to
communicate themselves. Additionally, children's development in acquiring their mother tongue,
notably Vietnamese, may be slower. Therefore, if kids don't learn their mother tongue, they won't
be able to communicate with the outside world and grow up completely.

One research participant did not feel concerned since they think most of the time, but four out of
five are concerned about maintaining and enhancing their children's mother tongue when they
acquire a second language. When conversing, youngsters will speak in their mother tongue, thus
parents should promote this. On the other hand, it has been shown that the majority of children are
exposed to social media videos by their parents mostly in English, which causes them to frequently
forget to practice their mother tongue. Additionally, 1 out of 5 individuals discovered that a tiny
percentage of kids are prone to have certain symptoms like language difficulties, second languages
becoming the primary language, etc.
It is generally accepted that a child's capacity to learn two languages is influenced by the learning
environment in early childhood schooling. They contend that the learning environment will
undoubtedly have an impact on a sizeable portion of the effectiveness of information acquisition,
maybe even on all facets, not simply bilingualism.

18
 CHAPTER 4.FINDINGS AND DISCUSSION
4.1 Investigate how learning two languages can affect you and children's cognitive, linguistic,
social and emotional development in positive ways.

Numerous scientific research articles have extensively explored the effects of learning two
languages on cognitive, linguistic, social, and emotional development in both adults and children.
The findings from these studies suggest that bilingualism can have profound and wide-ranging
positive impacts on individuals' overall development.

Cognitive Development:

Research consistently demonstrates that learning two languages enhances cognitive abilities.
Bilingual individuals often exhibit improved attention control, working memory, and cognitive
flexibility compared to monolingual individuals (Bialystok, Craik, & Luk, 2012). Through the
survey process, there are people who agree with the above argument, interviewee 5: “That’s great
when it has helped a lot in learning, improving memory, increasing confidence in communication,
as well as developing other skills”and more. Interviewee 1 believes that children who have access
to bilingual education would grow more in terms of language, sensitivity, and flexibility in reading,
as well as being able to recognise their environment in two languages. .This enhanced cognitive
control is believed to result from the constant need to switch between languages, which requires
greater mental agility and problem-solving skills (Barac, Bialystok, Castro, & Sanchez,
2014).Through the survey, interviewee 5 had opinions that agreed with the above argument:
"Learning bilingual outdoors can help students develop many different skills, such as
communication skills, self-directed learning, and building relationships with friends. , other soft
skills such as: problem solving … ". Moreover, bilingualism has been linked to enhanced executive
function skills, such as better inhibitory control and task-switching abilities, which are crucial for
efficient cognitive processing (Kroll & Bialystok, 2013). These cognitive benefits can have far -
reaching implications, influencing various aspects of individuals' lives, including academic
achievement and professional success.

Linguistic Development:

Learning two languages from an early age has been found to positively impact linguistic skills.
Bilingual individuals often demonstrate greater metalinguistic awareness, which refers to the ability
to analyze and manipulate language (Barac et al., 2014). This heightened metalinguistic awareness
can lead to improved language proficiency, vocabulary development, and reading comprehension in
both languages (Petitto & Dunbar, 2004). In line with the interview findings, interviewee 1 stated
that bilingualism is crucial for Vietnamese preschool children. The sooner children are exposed to
bilingualism, the better. In the period of children at preschool age, children have the ability,
approach, and perception quickly, so early access to words helps children have a lot of bilingual
knowledge as a convenient baggage in the learning process. When entering elementary and high
school later. The constant exposure to two languages also enhances phonological awareness,
allowing bilingual individuals to perceive and produce sounds more accurately (Bialystok et al.,
2012), moreover, the third interviewee agreed that "learning a dual language helps children talk
more naturally. Having greater experience communicating". Additionally, bilingualism has been
associated with better grammatical and syntactic skills, as individuals must navigate the unique
grammatical structures of each language (Bialystok et al., 2012). These linguistic advantages
contribute to effective communication and language-related academic achievements (Barac et al.,
2014). And according to 4 out of 5 people interviewed, they believe that learning bilingualism early
will open many opportunities in the future. For example, If children are able to speak two
languages, it is good. This supports children's employment and education in the future (interviewee
2). Bilingual learning helps a lot in work and study later (interviewee 3), Should be learned and
19
necessary regardless of age, the Vietnamese economy is receiving a lot of foreign investment,
English is the most popular language at the moment, so English is needed and speaking helps to
open up many opportunities in the future (interviewee 5).

Social Development:

Bilingualism has been linked to positive social development, particularly in terms of intercultural
competence and communication skills. Individuals who are proficient in multiple languages are
more likely to have a broader understanding of different cultures and perspectives (Petitto &
Dunbar, 2004). This cultural sensitivity can enhance social interactions, foster empathy, and
promote tolerance and acceptance among diverse groups (Bialystok et al., 2012). Bilingual
individuals often display greater adaptability in multicultural settings, as they possess the ability to
switch between languages and navigate different social norms and expectations (Barac et al., 2014).
Furthermore, bilingualism can facilitate communication and build bridges between different
linguistic communities, promoting inclusivity and multiculturalism (Kroll & Bialystok, 2013). The
ability to converse with individuals from various backgrounds can lead to increased social
opportunities and a broader network of connections (Bialystok, E., Craik, F. I., & Luk, G. , 2012).
Additionally, interviewee 1 asserted that children who are Kinh and have access to the Khmer
language may readily and conveniently interact with local Khmer people in terms of daily
conversation or perception of their surroundings.

Emotional Development:

Several studies have suggested a positive relationship between bilingualism and emotional
development. Bilingual individuals often exhibit greater emotional regulation and resilience
(Bialystok et al., 2012). The cognitive advantages associated with bilingualism, such as enhanced
executive function skills, may contribute to better emotion regulation abilities (Barac et al., 2014).
Bilingual individuals may also experience increased self-confidence and self-esteem as they
navigate between different languages and cultures (Kroll & Bialystok, 2013). The ability to
communicate effectively in multiple languages can boost individuals' sense of identity and
belonging, leading to enhanced emotional well-being.

In conclusion, the available scientific research strongly supports the notion that learning two
languages can have profound positive effects on cognitive, linguistic, social, and emotional
development. Bilingualism has been found to enhance attention control, working memory, cognitive
flexibility, metalinguistic awareness, language proficiency, intercultural competence,
communication skills, emotional regulation, and self-esteem. These findings highlight the numerous
benefits that bilingualism can offer to individuals of all ages, emphasizing the importance of
promoting and supporting bilingual education and language learning initiatives. However, it also
demonstrates that the interviewers still share certain viewpoints on the research when compared to
the real interview data that the research team gathered from the nearby participants. Most of the
respondents have an interest or in-depth research in scientific areas such as cognitive development
and language development that seem to ignore the issue of social and emotional skill development.
Only one in five participants agreed and cited a unique scenario of acquiring social skills. They
hardly say anything related to emotional development. More research will be required to help
inform successful language acquisition strategies and approaches as well as ensure that statements
regarding the advantages of bilingualism are correct and finalised early.

4.2. To understand how language learning can enhance children's intercultural competence
and communication skills in a globalized and multilingual society.

The report "Educational equity for children from diverse language backgrounds: Mother tongue-
based bilingual or multilingual education in the early years" (Jessica Ball, 2010) provides

20
information on how language learning can increase young children's exposure to multicultural
environments and help them develop their communication skills in a globalized and multilingual
society, the author highlights the modifications necessary for bilingual or mother tongue-based
multilingual education for children beginning in early infancy, including: Carry out awareness
raising campaigns on the importance of the development and use of mother tongue-based
instruction; Advocate for the critical role of governments in promoting effective mother tongue
based bi/multilingual education programs; Encourage mother tongue development to the level of
cognitive academic language proficiency with gradual scaffolding of additional language learning;
etc …The fact that it is related to the future of children throughout the world demonstrates how
important this issue is to society. That is evident from the following statement made by interviewee
3, when he was interrogated by a manual laborer: “Because of how quickly society is changing and
how widely used English is, it is essential that youngsters learn to speak two languages.” He had no
prior experience teaching or learning to speak another language, but he had witnessed children's
growth, the environment influences the development of multilingual learning since "English is
needed everywhere.". "With current technology conditions, children's cognitive ability is very good
and develops very strongly, helping children to access the culture more easily" interviewee 1, said
in an interview. Culture of other nations, benefits in studying as well as in daily life; "When
children are well-versed in two languages, it will be advantageous for the learning process when
they join elementary and high schools later." Thus, it is clear that bilingual education has
progressively gained favor with people of different backgrounds. They can also offer suggestions
and guidelines for the process of teaching young children to speak two languages. "...if you put me
in a position where I have to assist kids in this, I recommend taking the following actions: The first
step is to categorize each child's language development capacity; the second is to use various
techniques and categorize items to categorize children's language acquisition and approach
abilities in order to have appropriate particular ways. Close collaboration between the School and
the Family on a regular basis is the essential problem for the children to develop in the appropriate
path.” In a face-to-face interview, interviewee 4 said.
In conclusion, scientific study demonstrates that bilingualism can improve kids' intercultural
competency and communication abilities in a multicultural and globalized world. It has been
proposed from a variety of angles that improving bilingualism and multilingualism will increase the
universality of personal and communal development. The need to continue Early contact properly,
it is necessary to coordinate between the school and the family to ensure the quality for the
comprehensive development of the child as well as the society. From the numerous policies that
have been put in place to strengthen bilingual education for young children based on their mother
tongue, to the many similar ideas about allowing children to acquire foreign languages from an
early age.

4.3. To evaluate how dual language learning can be implemented effectively in educational
settings, such as content and language integrated learning (CLIL) programs, and what
challenges and benefits they may entail for teachers, students, parents, and administrators.

“More children and students worldwide are educated in a second language (L2) than in a first
language (L1). In many nations and societies, the language of schooling is not the same as the home
language for a substantial group of learners. This is usually taken for granted (children need to
overcome their language deficit in the educational context). Teachers, as a consequence, may feel
that language development is their pupils' own responsibility, or the responsibility of language
teacher colleagues.” This is what the book Conceptualising Integration in CLIL and Multilingual
Education (Tarja Nikula, Emma Dafouz, Pat Moore, and Ute Smit, 2016) has covered to partially
assess how successfully deployable CLIL is. However, there are drawbacks as well as a dvantages
that this curriculum might offer to educators, parents, and particularly kids who are pursuing
bilingualism. Concerns raised by interviewee 4 concerning bilingualism in children: "When kids
speak two languages, their first benefit is being able to access information and interact with other

21
people. Much more flexible; Secondly, after mastering the second language, there will be an
opportunity to learn a third; and after that... that much is certain! However, it is also likely that
certain conditions, such as language impairments or the first language becoming the second
language, will harm the offspring. In reality, this has occurred; Therefore, in my opinion, education
and atmosphere within the family play a huge role in addition to the School's ability to convey
information.” In addition to interviewee 4, we discovered three more individuals who shared the
same viewpoint and the need to create effective bilingual learning strategies for kids: interviewee
1,2 and 5. All 4 individuals agree that exposing kids to foreign languages as early as possible is a
good idea, but they also agree that they need a good solution for their problems. Consequently, the
CLIL curriculum fully meets their demands. Learning that incorporates both material and language
is known as CLIL (material and Language Integrated Learning). Learning facilitates the acquisition
of both subject knowledge and language organically at any age since learners will study through a
language different than their mother tongue.This is more obviously shown by the fact that CLIL,
which was developed by Drs. David Marsh and Anne Maljers, has been used successfully in the EU
since its introduction in 1994 and is now regarded as the primary method for teaching and learning
foreign languages in all of its non-English speaking member countries for more than 20 years.
Because this instructional strategy also has incredible advantages:

 Openness and self-assurance: Being exposed to many cultures will broaden children's
perspectives, teach them to approach problems from several angles, and make it easier for
them to fit in with new situations.
 Developing logical thinking, creativity and critical thinking: Logical thinking, creativity,
and critical thinking are developed in youngsters by the integration of intellectual games,
mathematical knowledge, real-world circumstances, and challenges into teachings; enhances
children's ability to be creative and to solve problems.
 Developing soft skills: Making presentations in front of the class and working in groups
with friends provide youngsters practice in crucial abilities for future success.
 Improving the ability to respond to language: Without having to mentally translate into their
native tongue, children who have acquired topic knowledge in a second language are able to
respond more quickly and naturally when they need to trade difficulties.
The subject matter of CLIL lessons spans a wide range of disciplines, including geography, science,
math, and culture. Children will passively acquire and memorize language in the most natural way
while acquiring information through engaging activities, photos, or movies. Children who
participate in engaging, relevant CLIL classes will think more critically and pro-actively. Parents
may help their children in the same way but by speaking to them at home in their mother tongue in
order to prevent language issues in youngsters. This approach completely satisfies both the wants
and worries of instructors in particular as well as the requirements and worries of parents in general.

4.4 To contribute to the advancement of knowledge and practice in the field of early
childhood education, and to inform policy and curriculum decisions regarding bilingual
education.

Bilingual learning not only helps children improve and maintain their motivation to learn, but also
has a positive impact on their vocabulary and communication skills. Moreover, the data collected
shows that children are fully capable of participating effectively in self-directed learning. (Nguyen
Ngoc Luu Ly, Nguyen Thu Bich Ha, 2022). Through the interview, all five people agreed with the
article. interviewe 1 said: “Develop vocabulary, ability to access and perceive quickly, therefore
have more bilingual knowledge capital, Convenient in the learning process when entering primary
and secondary schools later.”, interviewe 2 said: “Increase the ability to connect with new sources
of knowledge, expand thinking”, interviewe 3 said: “Help children to speak more naturally. Have
more communication experience.”, interviewe 4 said:“Bilingual learning in an outdoor learning
22
environment is a method that has many advantages, helping children to have access to landscapes,
objects, phenomena that are real, directly brought into the lesson content.”, interviewe 5 said:
“Outdoor bilingual learning can help students develop different skills, such as communication
skills, self-directed learning skills, and building relationships with friends, other soft skills such as:
problem solving…”. The activities organized in this method are also activities that children often
learn and directly contact such as playing games, role-playing, storytelling, working in groups or
pairs… And in these activities, the language children learn is the real language as in life. (HUYNH
XUAN NHUT, LE THI THU LIEU, 2016). Through the interview, only interviewee 1 agreed with
the argument above, interviewe 1 said: “The methods and techniques. Create conditions for
facilities and build an environment inside and outside the classroom. In class: provide full
equipment (speakers, computers, TVs, headphones) create daily learning activities in class so that
children can perceive objects with both languages. Use alternately, integrate languages in daily
learning process. Outside class: Create outdoor corner activities, decorate the surrounding
environment so that children have the opportunity to use both Vietnamese and English languages.
For example: on outdoor plants, hang boards with names of plants in both English and Vietnamese
for teachers to guide children every day. Transmit and coordinate with parents in creating a
bilingual environment for children. Organize training for teachers on topics for children to get
acquainted with English”. In summary, through the interview we have partly seen the benefits of
bilingual learning and from there they have given effective learning methods for children.

23
 5. CONCLUSION
5.1. Summary

5.1.1 Theoretical foundations

5.1.1.1 Benefits of Dual Language Learning:

Numerous studies have consistently demonstrated the benefits of dual language learning in early
childhood. Bilingual children often exhibit enhanced cognitive abilities compared to their
monolingual peers. For example, research by Bialystok, Craik, and Luk (2012) suggests that
bilingual individuals have improved attention control, working memory, and cognitive flexibility.
These cognitive advantages have been attributed to the mental exercise and constant language
switching that bilingual individuals undergo.
Additionally, dual language learning has been associated with improved problem-solving skills and
decision-making abilities. Kaushanskaya and Marian (2009) found that bilingual children
outperformed monolingual children in novel word-learning tasks, indicating their enhanced ability
to learn and adapt to new linguistic information.
Furthermore, dual language learning promotes metalinguistic awareness, which refers to the ability
to think about language as an object of study. Bilingual children have been shown to exhibit higher
levels of metalinguistic awareness, allowing them to better understand and manipulate language
structures (Bialystok & Barac, 2012). This heightened language awareness contributes to stronger
language skills and greater reading comprehension in both languages.

5.1.1.2. Impact on Children's Mother Tongue:

Contrary to some misconceptions, research suggests that dual language learning does not have a
negative impact on children's mother tongue. In fact, it can contribute to the development and use of
the mother tongue. Byers-Heinlein and Lew-Williams (2013) argue that exposure to two languages
enhances language processing skills and leads to a more robust linguistic foundation. Bilingual
children often maintain a strong proficiency in their mother tongue and exhibit language skills
comparable to those of monolingual children.
Moreover, dual language exposure does not cause language disorders or loss of the mother tongue.
Bialystok and Barac (2012) found that bilingual children, even those with language impairments,
showed similar language development trajectories in their mother tongue compared to monolingual
children. The research suggests that dual language learning can actually enhance communication
abilities and language use in both languages.

5.1.1.3. Strategies for Children to Learn Bilingualism:

To facilitate bilingualism in children, several effective strategies have been identified by
researchers. Early exposure to both languages is crucial, as starting bilingual education at a young
age tends to result in greater language proficiency and cognitive benefits (Paradis, Genesee, &
Crago, 2011). The sensitive period for language learning in early childhood makes it an optimal
time for children to acquire multiple languages.

Incorporating culturally relevant materials and pedagogical strategies that promote active
engagement and interaction further enhances the effectiveness of bilingual education. Providing
meaningful language use in various contexts, such as through play, songs, and stories, promotes
language acquisition and comprehension (Pearson, Fernandez, & Oller, 1993). This approach
allows children to connect language with real-life experiences, making the learning process more
engaging and effective.
Maintaining a balance between the two languages in instruction is crucial for optimal language
development. Research by Tabors (2011) suggests that providing equal exposure and opportunities
to practice both languages in different settings, such as at home, school, and in the community,

24
supports bilingualism. This balanced approach allows children to develop proficiency in both
languages and navigate different linguistic and cultural contexts effectively.
5.1.2. Result
According to study findings, you and your child's cognitive, social, and emotional development has
benefited. Additionally, we can comprehend better how language instruction might improve kids'
communication and intercultural competency in a multicultural and global society. By successfully
implementing language and content integrated learning (CLIL) programs in educational settings, in
particular, we can analyze bilingualism and understand the problems and advantages they can
provide to educators, students, parents, and administrators. Additionally, it supports decisions on
bilingual education policy and instructional programs while advancing knowledge and practice in
the field of early childhood education. Additionally, we have a better understanding of how parents,
in particular, view the bilingual preschool program, how they expose their kids to various cultures,
and how they help them fit in with the modern world. In addition, we have a better understanding of
many other people's perspectives in general. Furthermore, we are aware of parents' doubts and
concerns regarding enrolling their kids in a bilingual program, such as the possibility that their kids
would become confused when learning two languages at once and the impact this will have on the
surroundings. The approach used to help children learn new languages in the most efficient way, as
well as the capability of meeting the requirements so that the kid may develop a new language, can
all have an impact on a child's capacity to learn. A thorough means of communication that
youngsters may use to speak comfortably to many individuals. Through various techniques and
exercises, we have come to understand the many advantages of assisting preschoolers in learning a
new language at a young age, including: having a sharp mind, being able to interact with foreigners
with confidence from a young age, expanding vocabulary as well as assisting kids with
pronunciation in the most intimate and natural way, and creative ability. Above all, it provides kids
a greater chance to study and job later. In addition, engaging extracurricular activities teach kids
about the outside world.
5.2 Methods, techniques
 Create physical facilities and build an environment inside and outside the classroom: · In
class: provide full equipment (speakers, computers, TVs, headphones) to create daily
learning activities in class so that children can perceive objects with both languages. Use
alternately, integrate languages in the daily learning process. · Outside the classroom: Create
outdoor corner activities, decorate the surrounding environment so that children have the
opportunity to use both Vietnamese and English languages. For example: on the types of
trees outside, hang boards with the names of trees in both English and Vietnamese so that
teachers can guide children to recognize them every day. Communicate and coordinate with
parents in creating a bilingual environment for children.
 Organize training for teachers on the topic of introducing children to English
 Apply many methods and classify for the subjects to know the ability to absorb, access the
language of children to have specific methods suitable.
 Closely coordinate between School and Family regularly.
 Let children learn through illustrations, read books, tell stories, communicate with
children…

5.3. Limitations & further research

Our research team ran across a lot of restrictions when looking into this subject in order to discover
the appropriate outcomes in accordance with the objectives. The first is the size of the sample and
the amount of time we have to investigate it. We only have a little amount of time to devote to
reading through research sources, choosing interview subjects, and doing analysis. Despite the fact
that we only had a little over two months to study, the study's sample size was fairly tiny and the

25
scope of the problem we chose to look into was rather vast. The second issue is selecting the subject
to study. Although parents served as the major focus of the investigative interviews for this study,
we were still able to learn about parents' thoughts on bilingual education for kids, but they were all
from the viewpoint of adults rather than the kids who served as the primary study participants. We
don't have enough time to fully understand this complex problem and formulate thoughtful
questions for kids. The majority of the research findings were taken directly from parent interview
participants and were analyzed using references from scientific literature on children's multilingual
learning. Since very few of the results were directly derived from children, the findings of the study
are still unbiased based on the research materials we gathered and the interviewers. We'd want to
interview the kids if we had more time and chance to obtain their take on this.

Speaking on how we would have expected more time and a bigger sample size of this study, similar
to the one we researched, if we had the chance to do more research on the subject of multilingual
learning in children. When there is enough time, we will research and choose better questions for
kids that they can comprehend so that we may also rely on those to deepen our investigation from
their point of view. In addition to our worries that we were unable to learn more about the primary
study object, we will also consider other research strategies that would be more successful. It's
feasible that quantitative research will produce parameters that are both more accurate and more
fruitful. To get a fuller picture, combine it with the same qualitative study conducted through face-
to-face interviews with young children. We are also taking a look at the educators who are in charge
of guiding and fostering multilingual education in young learners.

26
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