Pedagogy

This article focuses on the relation of cognitive and language development with bilingual experiences of young children while comparing it with the results of monolingual children. In specific, the researchers selected various children from kindergarten group, divided them in categories of monolinguals, bilinguals, and adopted bilingual immigrants. The research identified no significant difference in the results of different categories in terms of verbal ability however, bilingual children showed noteworthy findings in terms of their learning capabilities, as compared with monolingual classmates. In brief, the researchers concluded that although bilingual experience does not make any radical difference in terms of verbal scores, however, bilingual children enjoy significant results in impulse-control related tasks.

Authors of the abovementioned article are renowned names in the field of psychology and learning, and they have been carrying out enormous efforts to understand different aspects of child development. In this regard, this article is one of the efforts of these authors that include detailed and critical analysis of bilingual experience in young children while assessing their learning controls, as compared with monolingual children. This article is an efficient piece of work for educators and teachers, especially associated with language and cognitive development of young children. One of the major attributes of this article is integration of bilingual-related frameworks with cultural perspectives that will be very efficient in understanding the role of bilingual education in the process of language development. A significant factor of selecting this article is its utilization as academic evidence in the child education courses that indicates integrity and validity of the authors comprehensive perspectives.