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Journal articles on the topic 'Bilingualism and literature'
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Lanvers, Ursula, Josine F. Hamers, and Michael Blanc. "Bilinguality and Bilingualism." Modern Language Review 96, no. 4 (October 2001): 1172. http://dx.doi.org/10.2307/3735982.
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Jakoniuk-Diallo, Anna, and Martyna Bączyk. "Dwujęzyczność a opóźnienie poznawczych objawów demencji." Studia Edukacyjne, no. 63 (November 15, 2021): 7–19. http://dx.doi.org/10.14746/se.2021.63.1.
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Bilingualism is a topic that is most often discussed in the context of raising and working with children. However, the role that bilingualism plays in adulthood and late adulthood is underestimated in the literature. At this stage of life, some people may develop the first symptoms of neurodegenerative diseases, mainly associated with memory and communication disorders. The article briefly introduces the most common causes of dementia symptoms and then discusses bilingualism in several, closely related aspects. The publication contains information on the impact of bilingualism on delaying the symptoms of dementia and triggers of this phenomenon. The creativity of bilinguals and the unique impact of bilingualism on working memory and executive control are addressed.
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ZAHODNE, LAURA B., and JENNIFER J. MANLY. "Does bilingualism improve cognitive aging? Commentary on Virginia Valian's target article: Bilingualism and cognition." Bilingualism: Language and Cognition 18, no. 1 (October 14, 2014): 45–46. http://dx.doi.org/10.1017/s1366728914000601.
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We applaud Valian's (2014) thoughtful analysis of the cross-sectional and longitudinal studies that have thus far contributed to our knowledge about the role of bilingualism in cognitive aging. In evaluating the literature as summarized by Valian, we think it is useful to distinguish between the following four research questions and representative analytic approaches: (1) cross-sectional associations between bilingualism and executive function (e.g., regression), (2) longitudinal associations between bilingualism and change in executive function (e.g., growth curve modeling), (3) bilingualism as a predictor of dementia incidence (e.g., time-to-event analysis), and (4) bilingualism as a source of cognitive reserve (e.g., comparisons of brain pathology between bilinguals and monolinguals matched on cognitive performance).
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Valdés, Guadalupe, and Claudia Angelelli. "4. INTERPRETERS, INTERPRETING, AND THE STUDY OF BILINGUALISM." Annual Review of Applied Linguistics 23 (March 2003): 58–78. http://dx.doi.org/10.1017/s0267190503000199.
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In this chapter we present a brief overview of the literature on interpreting focused specifically on issues and questions raised by this literature about the nature of bilingualism in general. It is our position that research carried out on interpreting—while primarily produced with a professional audience in mind and concerned with improving the practice of interpreting—provides valuable insights about complex aspects of language contact that have not been thoroughly addressed by the existing literature on bilingualism. Examination of the literature emphasizing a category of bilinguals, who have been referred to as “true” bilinguals (Thiery, 1978a, b), provides perspectives on both individual and societal bilingualism that can complement, and possibly refocus, some current views of the linguistic, psycholinguistic, and sociolinguistic characteristics of language contact. For applied linguists who study language minority populations around the world, the literature on interpreting suggests important new directions for research focusing on areas such as the process of high level development of two languages in diglossic contexts; the effects of instruction on the development of nonsocietal languages; the nature of language transfer; and the characteristics of communication between speakers of societal and nonsocietal languages.
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Yvan Rudhel, Megaptche Megaptche, and Xu Wen. "Translation Competence: Beyond Bilingualism." Indian Journal of Language and Linguistics 2, no. 4 (December 8, 2021): 31–38. http://dx.doi.org/10.54392/ijll2144.
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In translation studies, it is sometimes assumed by some scholars that bilinguals are in possession of an innate competence for translating. In this research, aspects of bilingualism and translation competences are investigated. The questions driving the research are: is being a bilingual enough to be a translator? And what are the competences a translator needs to perform a good translation? This article addresses these questions through a comprehensive literature review and a small-scale empirical study. First, relevant literature on bilingualism and translation competence was reviewed. Second, an empirical investigation was carried out in which bilinguals and professional translators translated a source text to generate empirical data on the use of two languages and relevant translation competences. The results have shown that being a translator is more than being bilingual and going to a translation school is not a guarantee to be a good translator. The subject matter knowledge also matters. The research not only yield insights into the description and development of translation competence, but also provides potential avenues for translators’ self-improvement.
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Dragaš, Mina Z. "REVIEW OF (CRITICAL) LITERATURE ABOUT BILINGUALISM." Филолог – часопис за језик књижевност и културу 14, no. 27 (June 30, 2023): 401–15. http://dx.doi.org/10.21618/fil2327401d.
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The topic of bilingualism has always been an object of interest in linguistic circles, especially today in the time of globalisation or the “third epoch”, when borders of states haven’t always implied the boundary of the use of a particular language. In addition to the fact that research on this phenomenon covers a wide range of hypotheses and perspectives from which bilingualism is analysed, it increasingly involves developing countries, multicultural and multilingual environments. Numerous scientists have investigated the process of first and second language acquisition, some have observed in which environments and under what conditions bilingualism occurs, and this group includes scientists who have done research on bilingual children in the school system whose attitudes will be stated in this paper.
This work provides an overview of the basic conclusions from theoretical and empirical studies on the topic of bilingualism, through a review of research in which attention is drawn to the traditionally neglected or insufficiently explored extralinguistic factors and their influence on the development or obstruction of bilingualism. The aim is to come to a conclusion about the different competences of bilingual children and the conditions that affect the development of bilingualism in early childhood and in children of school age. Some of the definitions of bilingualism are primarily listed, then the functions of language as well as the relationship between the first and second languages, the influence of parents and culture on the early development of bilingualism are explained. In the final part of the paper, practical advice for helping bilingual children is given, based on a literature review on this topic. Therefore, we conclude that the article discusses current and scientifically relevant issues: types of bilingualism, as well as its socio-pedagogical implications.
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SURRAIN, SARAH, and GIGI LUK. "Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015." Bilingualism: Language and Cognition 22, no. 2 (December 26, 2017): 401–15. http://dx.doi.org/10.1017/s1366728917000682.
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Recent years have seen a surge in research comparing bilinguals to monolinguals, yet synthesizing this literature is complicated by the diversity of language and social backgrounds behind these dichotomous labels. The current study examines the labels and descriptions reported in 186 studies comparing bilinguals and monolinguals published between 2005–2015 in order to understand how bilingualism has been operationalized and to describe the degree to which different facets of bilingual experience are reported. Proficiency and usage were the most frequently reported features (77% and 79%), followed by language history (67%) and the language of schooling (60%). However, less than half of the studies measured proficiency objectively or reported proportional usage, and even less – 30% – described the sociolinguistic context from which the sample was drawn. Given the increase in language contact due to globalization, more transparent and comprehensive reporting of participant characteristics is critical to building our understanding of how bilingualism affects experience.
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Bulgarelli, Federica, Amy L. Lebkuecher, and Daniel J. Weiss. "Statistical Learning and Bilingualism." Language, Speech, and Hearing Services in Schools 49, no. 3S (August 14, 2018): 740–53. http://dx.doi.org/10.1044/2018_lshss-stlt1-17-0139.
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Purpose Over the last 2 decades, research on statistical learning has demonstrated its importance in supporting language development. Notably, most of the research to date has focused on monolingual populations (or has not reported the language background of participants). Several recent studies, however, have begun to focus on the impact of bilingualism on statistical learning. To date, the results have been quite mixed, with a handful of studies finding differences between monolinguals and bilinguals and several other studies reporting no differences. Thus, the purpose of this manuscript is to review the literature to date on how bilingualism impacts statistical learning abilities. Method We review the contemporary literature, organized by the age of participants and by task when relevant. Conclusions We note that there are many discrepant findings within this nascent field, although some trends have emerged. For instance, differences in performance may be attributed to factors such as age of acquisition. However, we note that the state of the field does not yet permit firm clinical recommendations.
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Doctor, Estelle A., Rashid Ahmed, Vanessa Ainslee, Tessa Cronje, Denise Klein, and Suzette Knight. "Cognitive Aspects of Bilingualism. Part 2. Internal Representation." South African Journal of Psychology 17, no. 2 (June 1987): 63–71. http://dx.doi.org/10.1177/008124638701700205.
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In this article we review and evaluate different explanations of the structure of the bilingual lexicon and of the internal representation of the two languages. We present evidence for and against shared or separate internal representation, and consider different conceptual models of bilingualism. We propose a theoretical model to explain the manner in which bilinguals process information. The theory extends the information-processing model developed in the context of unilingual performance and this model may be able to explain some of the discrepancies concerning the psychology of bilingualism, which have been reported in the literature.
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Amalia, Ila. "Bilingualism." Loquen: English Studies Journal 10, no. 2 (April 25, 2018): 31. http://dx.doi.org/10.32678/loquen.v10i2.689.
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In most common definition a bilingual is a person who is able to speak and understand two languages. Most of us consider bilingualism as something good, an advantage. For one thing, knowledge of another language enables people to communicate with members of other cultures in their own language. This, in turn, provides a means for furthering cooperation and understanding among nations and peoples. Then rise some questions considering bilingualism such as: Is it a good idea to become a bilingual? Just what is a bilingual? Should a young child learn a second language? When should that be? How might learning a second language be affected by the first? These are questions which people and scientists commonly raise. This literature-based article will attempt to provide answers that offer some insight into these questions and other issues related to bilingualism.
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Voits, Toms, Holly Robson, Jason Rothman, and Christos Pliatsikas. "The effects of bilingualism on hippocampal volume in ageing bilinguals." Brain Structure and Function 227, no. 3 (January 5, 2022): 979–94. http://dx.doi.org/10.1007/s00429-021-02436-z.
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AbstractLong-term management of more than one language has been argued to contribute to changes in brain and cognition. This has been particularly well documented in older age, where bilingualism has been linked to protective effects against neurocognitive decline. Since memory difficulties are key aspects of this decline, herein we examine potential effects of bilingualism on the hippocampus, a brain structure related to memory that is particularly vulnerable to cognitive ageing. Hippocampal volume has been shown to increase as a result of second language learning and use in younger adults. However, it is unknown if this is maintained throughout the lifespan. We examine hippocampal volume and episodic memory performance in a participant sample consisting of healthy older individuals with a wide range of experiences in exposure and using a second language. Results reveal greater hippocampal volume calibrated to degree of quantified dual language use. Our results mirror those of immersive active bilingualism in younger populations, suggesting that long-term active bilingualism leads to neuroprotective effects in the hippocampus. We discuss this in the context of literature proposing bilingualism-induced brain reserve in the older age.
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Baziyeva, Gulfiya J., and Fatima T. Uzdenova. "Karachai-Balkar Literature and Ethnic Identity Problems." Polylinguality and Transcultural Practices 16, no. 3 (December 15, 2019): 358–65. http://dx.doi.org/10.22363/2618-897x-2019-16-3-358-365.
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In the modern period, the problem of bilingualism in the literary-artistic aspect is connected both with the study of the speech characteristics of characters in artistic works and with the analysis of the literature created by bilingual writers and perceived by bilingual societies. In the formation and development of the artistic literary school in the North Caucasus, the dissemination and study of Arabic and Russian languages was very important. The article traces the dynamics of the development of bilingualism in the artistic prose of the North Caucasus peoples (XIX - beginning of the XXI century). The novelty of the research is due to the cultural approach to the analysis of bilingualism as an important phenomenon that reflects mental, ethnocultural and universal spiritual values.
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PÉREZ-LEROUX, ANA T. "The untouchables." Bilingualism: Language and Cognition 20, no. 1 (April 4, 2016): 31–32. http://dx.doi.org/10.1017/s1366728916000365.
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Carroll's critique (Carroll) of the field of bilingualism yields strong directives. Let us not study specific groups of bilinguals, and make big claims about bilingual learning. Let us not study one domain, say vocabulary, and generalize to bilinguals’ language. These are all valid points. She also voices strong skepticism about how current literature deals with language experience: “Much of the bilingual exposure literature making claims about quantity or quality of exposure is little more than speculation, built from a ‘logic’ about amounts of exposure that will not bear close scrutiny.” (8)
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Del Corral Winder, S., A. J. Cook, and M. Poulakis. "Quédate Quieto Niño: Bilingualism and ADHD Presentation." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1248. http://dx.doi.org/10.1093/arclin/acz029.15.
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Abstract Objective This poster will focus on findings pertaining to the relationship between bilingualism and Attention Deficit/Hyperactivity Disorder (ADHD), a gap that currently exists in cultural neuropsychology. This poster will introduce the literature regarding bilingualism and the development of individuals’ executive functioning throughout their lifespan. Bilingual individuals often have enhanced executive functioning. This review will provide a foundation for the present study. Then, we will compare racial and ethnic differences in ADHD diagnosis and treatment. ADHD diagnoses tend to be higher for White children than for Hispanics raised in a non-English household. These findings suggest that bilingualism may affect the diagnosis and the expression of ADHD. Participants and Method This poster will consider the acquisition of executive control skills and language. Since ADHD and language develop before adolescence, this poster will focus on individuals between the ages of 3 and 12. This will allow us to better understand how language acquisition and the factors that surround language affect the expression of ADHD. Results The poster will present results from the literature review to better understand the results of bilingualism on ADHD. Bilinguals tend to outperform monolinguals in tasks related to reasoning and problem solving. However, bilinguals tend to struggle in tasks related to vocabulary retrieval. This is key because individuals with ADHD tend to perform worse on tasks related to executive functioning. The poster will display different methods used in past research in order to expand future implications. Conclusions ADHD appears to interrupt some skills that bilingual individuals possess. This interference may affect ADHD symptom expression and performance on neuropsychological testing. This may lead to misdiagnoses and a resulting lag in the provision of effective treatments for bilingual children. Thus, this poster will propose alternatives and implications for practice.
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BIALYSTOK, ELLEN, KORNELIA HAWRYLEWICZ, MELODY WISEHEART, and MAGGIE TOPLAK. "Interaction of bilingualism and Attention-Deficit/Hyperactivity Disorder in young adults." Bilingualism: Language and Cognition 20, no. 3 (January 20, 2016): 588–601. http://dx.doi.org/10.1017/s1366728915000887.
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One hundred and sixty-eight young adult participants were classified as monolingual or bilingual and as having a previously reported clinical diagnosis of ADHD or not to create four groups. All participants completed tests of language proficiency, ADHD ratings, and executive control. Both bilingualism and ADHD are generally associated with poorer vocabulary knowledge, but bilingualism and ADHD are associated with opposite effects on executive control. Consistent with this literature, bilinguals performed more poorly than monolinguals on the vocabulary test but contrary to predictions, the ADHD group performed somewhat better on language ability than the non-ADHD group, attesting to their high functioning status. For the flanker task, both bilinguals and non-ADHD participants showed less cost in performing in the conflict condition than in the baseline condition. For the stop-signal task, ADHD status interfered more with performance by bilinguals than monolinguals, suggesting a greater burden of ADHD on executive function for this group.
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Almarshedi, Raniyah Mohammad. "Identifying the domain and level of bilingualism amongst Saudi EFL learners." Linguistics and Culture Review 5, S1 (January 11, 2021): 1696–706. http://dx.doi.org/10.21744/lingcure.v5ns1.2213.
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Human language processing in the context of bilingualism poses many questions. The centre of inquiry, however, still remains the nature of interaction between the bilinguals’ two language systems. The Saudi higher education learners and society are bilinguals with English taking the place of L2 in practically all walks of life. However, dominance of the mother tongue and prevalent pedagogy and coursebooks can be detractors in their acquisition of native-like proficiency. This study evaluates the role of the two language systems (Arabic and English) in the lives of 93 sophomore students of language, College of Arts and Literature, University of Hail, Saudi Arabia Saudi Arabia at Hail University, Saudi Arabia. Using a questionnaire, the study gathered data that loaded onto specific domains, and the level of bilingualism for the respondents. Results indicate that professional use, academic advancement, using English at the college meetings, and to communicate with their teachers at college are the domains where students frequently use English. Findings also showed that students perceived their level of bilingualism as being high. In other words, they scored high in the items which indicated that they could talk without thinking and were comfortable during their talk.
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Vender, Maria, Mirta Vernice, and Antonella Sorace. "Supporting Bilingualism in Vulnerable Populations." Sustainability 13, no. 24 (December 14, 2021): 13830. http://dx.doi.org/10.3390/su132413830.
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Although bilingualism is generally appraised and supported by society, many more doubts arise when it comes to children suffering from neurodevelopmental disorders. The concern that the exposure to two languages might deteriorate the linguistic development of children, together with the advice to simplify the linguistic environment and to adopt a monolingual approach, leads many families to abandon their home language and sacrifice bilingualism. Scientific research, however, has shown that this fear is ungrounded and that children with developmental disorders can become successful bilingual speakers, if they are provided with appropriate linguistic exposure. The aim of this paper is that of providing a state-of-the-art of the literature on this topic, by reviewing studies conducted on the interaction between bilingualism and neurodevelopmental disorders, focusing in particular on the interaction between bilingualism and developmental language disorder (DLD), developmental dyslexia and autism spectrum disorder. We discuss issues related to the early identification of DLD and dyslexia among bilinguals and we report the results of studies showing that bilingualism does not exacerbate the difficulties of children with developmental disorders, but on the contrary it can be beneficial for them, at the cognitive, linguistic and socio-cultural level. Finally, we provide some recommendations for parents, educators and practitioners, focusing on the importance of supporting the family language in all of its components, including literacy, for a complete and harmonic bilingual growth.
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Günaydın, Yusuf. "The Metaphoric Perceptions of the Prospective Turkish Language and Literature Teachers, Taking Pedagogical Formation Education about “Bilingualism”." International Journal of Psychology and Educational Studies 8, no. 1 (January 27, 2021): 75–85. http://dx.doi.org/10.17220/ijpes.2021.8.1.299.
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The concept of bilingualism is gaining prominence in our daily lives due to political and social reasons. The fact that bilingualism has become an undeniable fact requires investigation of it in educational sciences. How prospective teachers perceive the concept of bilingualism will fill a gap in the literature in terms of understanding educational practices. In this context, the purpose of this study is to determine the perceptions of the Turkish language and literature teacher candidates who have received formation education about the concept of "bilingualism" through metaphors. About 92 Turkish language and literature teacher candidates, studying at Çukurova University, form the research group of the study, for which qualitative research design is adopted. As a data collection tool, each student was given a guidance note with the expression of “bilingualism is like… because…” and the blanks in this guidance note were asked to be filled in. The metaphors obtained in the study were collected in different categories. Content analysis technique was used to analyze the data. According to the results of the research, it was determined that Turkish language and literature teacher candidates who received formation education had positive perceptions about the concept of bilingualism in a total of 12 concept categories.
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Dolson, David P. "Bilingualism and Scholastic Performance: The Literature Revisited." NABE Journal 10, no. 1 (October 1985): 1–35. http://dx.doi.org/10.1080/08855072.1985.10668503.
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Barnes, L. A. "Family bilingualism: A review of the literature." South African Journal of Linguistics 8, no. 4 (November 1990): 143–48. http://dx.doi.org/10.1080/10118063.1990.9723835.
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Brady, Marian. "Bilingualism and Aphasia: A Review." Journal of Clinical Speech and Language Studies 3, no. 1 (September 1, 1993): 1–16. http://dx.doi.org/10.3233/acs-1993-3102.
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A brief look is taken at the wide range of bilingual definitions circulating in the literature. The question of how to work within this extensively yet inaccurately defined area, is raised, with specific reference to the study of aphasia in bilingual individuals. The basic patterns of language restoration following bilingual aphasia reported in the literature are outlined. Recommended study and assessment methods in the field of bilingual aphasia are compiled from suggestions in the literature. The assessment procedures used in previous studies are critically reviewed.
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Kroll, Judith F., and Melinda Fricke. "What bilinguals do with language that changes their minds and their brains." Applied Psycholinguistics 35, no. 5 (August 19, 2014): 921–25. http://dx.doi.org/10.1017/s0142716414000253.
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In the last two decades, there has been an upsurge of research on bilingualism recognizing that bilinguals may be more representative language users than their monolingual peers (e.g., Kroll, Dussias, Bogulski, & Valdes Kroff, 2012). The excitement about bilinguals is related not only to their neglected status in the past literature but also to a set of twin discoveries that have catapulted research on bilingualism into central view in psycholinguistics, cognitive and developmental neuroscience, and gerontology. One of these discoveries is that both languages are active when bilinguals read, listen to speech, and plan speech in either of their two languages (for a review, see Kroll et al., 2012). The other discovery is that bilingualism appears to confer a set of consequences to domain general cognition and to the neural structures that support it (e.g., Bialystok, Craik, Green, & Gollan, 2009). Those consequences are observed across the lifespan and are particularly evident when cognitive resources are challenged because of the normal or pathological trajectory of aging (e.g., Gold, Kim, Johnson, Kriscio, & Smith, 2013). The focus of the new research is on how these two discoveries might be related. The parallel activity of the two languages and the interactions across them require that the bilingual develops skill in language selection to enable fluent performance. The hypothesis that has guided the recent flurry of research is that bilingual minds and brains change as a consequence of having to regulate the two languages. In their Keynote Article, Baum and Titone provide a comprehensive and current summary of the existing evidence on this hypothesis.
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Haft, Stephanie L., Olga Kepinska, Jocelyn N. Caballero, Manuel Carreiras, and Fumiko Hoeft. "Attentional Fluctuations, Cognitive Flexibility, and Bilingualism in Kindergarteners." Behavioral Sciences 9, no. 5 (May 24, 2019): 58. http://dx.doi.org/10.3390/bs9050058.
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The idea of a bilingual advantage in aspects of cognitive control—including cognitive flexibility, inhibition, working memory, and attention—is disputed. Using a sample of kindergarten children, the present study investigated associations between bilingualism and cognitive flexibility—a relationship that has shown mixed findings in prior literature. We also extend prior work by exploring relationships between bilingualism and attentional fluctuations, which represent consistency in attentional control and contribute to cognitive performance. To our knowledge, no previous study has explored this association. Theoretically, attentional fluctuations might mediate or moderate the relationship between bilingualism and cognitive flexibility. However, given evidence of null findings from extant literature when confounding variables are adequately controlled and tasks are standardized, we did not expect to find a bilingual advantage in either cognitive flexibility or attentional fluctuations. Our results supported this hypothesis when considering bilingualism both continuously and categorically. The importance of expanding upon mechanistic accounts connecting bilingualism to cognitive improvements is discussed.
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Macías, Reynaldo F. "Bilingualism, Language Contact, and Immigrant Languages." Annual Review of Applied Linguistics 10 (March 1989): 13–25. http://dx.doi.org/10.1017/s0267190500001185.
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This essay covers the literature on bilingualism over the last decade with emphasis on those publications issued between 1985 and 1989. Since this essay must be very selective, it concentrates on English language publications. There has been quite a growth in the descriptive literature of different multilingual areas of the world. This literature has been published in many of the major languages. The selection of publications in English somewhat distorts the distrigution of the literature by region and language, especially the growth of multilingualism-related publications in countries like the Soviet Union and East Germany. Access to some of these works, however, can best be obtained through Linguistics and Language Behavior Abstracts.
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Dickey, Eleanor. "Ancient Bilingualism." Journal of Roman Studies 93 (November 2003): 295–302. http://dx.doi.org/10.2307/3184645.
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Denisova, E. A. "The mixing of language codes in anglophone postmodern literature." Professional Discourse & Communication 2, no. 1 (March 23, 2020): 49–58. http://dx.doi.org/10.24833/2687-0126-2020-2-1-49-58.
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The study of the mixing of language codes on a par with linguistic and extralinguistic factors that determine peculiarities of the equal functioning of two (or more) languages in a communicative act or in a literary text, in particular an anglophone literary text, is studied at the interdisciplinary level and is relevant. Traditionally, the phenomenon of mixing language codes is considered as a separate aspect of language interactions, as well as in the context of such linguistic phenomena as: borrowings, interference, bilingualism, diglossia, code switching, etc. The interest of linguists to language mixtures arose in the middle of the 20th century. This is evidenced by works in the field of structural phonology theory, information theory, bilingualism theory, considering successfully coexisting language systems (two or more). In linguistics, as in the other interdisciplinary studies, today debates about the nature of bilingualism and the prerequisites for its occurrence take place. Traditionally, bilingualism is considered to be a forced phenomenon arising from the established use of two languages in society. However, we emphasize that the so-called tradition of using several languages in speech is not always present in society, unlike the Anglophone postmodern literature of the last century, where the presence of language mixtures (foreign language insertions) is one of the characteristic features. The key issue of this article is the Anglophone literary text created by bilingual bi-cultural writers using the strategy of language mixing (code switching) not only as a language game, but also as a full-fledged linguistic phenomenon, the mechanism of interaction of components of language insertions, demonstrating a certain style, cultural way of portrayed social and linguistic environment.The aim of the study is to analyze the language and speech activity of the characters of a certain language group on the material of the Anglophone literary text.
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Panjaitan, Nurul Aisyah Salsabila, Mardiatul Husna Rambe, Rahmad Ahadi, and Fauziah Nasution. "Studi Pustaka: Konsep Bilingualisme dan Pengaruhnya terhadap Perkembangan Bahasa Anak." Journal on Education 5, no. 2 (January 21, 2023): 3788–95. http://dx.doi.org/10.31004/joe.v5i2.1061.
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This research aims to discuss qualitative research with the literature study method. The method used is the literature study method, data collection by finding sources and constructing from various sources such as books, journals, and pre-existing research. Therefore, qualitative research is carried out with a research design whose findings are not obtained through procedures or in the form of calculating numbers, but describe holistic-contextual phenomena by collecting data from researchers and various sources and making them as instrumental keys. Qualitative research has a descriptive nature and is more likely to use inductive approach analysis, so that processes and meanings based on the subject's perspective are more prominent in this qualitative research. Based on the results of this literature study research, it can be concluded that bilingualism is a phenomenon of the use of two or more languages by a person. Bilingualism can occur due to internal as well as external factors. The internal factor for the occurrence of the phenomenon of bilingualism is the existence of intermarriage between two people which causes the offspring to have more than one language. The external factor is the presence of additional language learning as a second language. The phenomenon of bilingualism also has an impact on children's language development. Bilingualism is not a bad phenomenon for a child's language development. Children affected by the phenomenon of bilingualism tend to be considered more intelligent than monolingualism. So many educational institutions equip children with other languages even from an early age.
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Bejos, Karla. "Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 16, no. 2 (July 2009): 45–53. http://dx.doi.org/10.1044/cds16.2.45.
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Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.
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Öztürk, Emre Öztürk, Oliver Müller, and Emily Brown. "Bilingualism in the Classroom: Exploring Teachers' Beliefs, Attitudes, and Practices." Research Studies in English Language Teaching and Learning 1, no. 1 (March 20, 2023): 27–35. http://dx.doi.org/10.62583/rseltl.v1i1.6.
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Bilingualism in the classroom is a complex and nuanced topic that has gained increasing attention in recent years. This research paper seeks to explore teachers' beliefs, attitudes, and practices towards bilingualism in the classroom. Through a comprehensive literature review and qualitative research, this paper seeks to answer the following research questions: What are teachers' beliefs and attitudes towards bilingualism in the classroom? How do these beliefs and attitudes impact their practices? What are the benefits and challenges of bilingualism in the classroom from teachers' perspectives? The findings suggest that teachers' beliefs and attitudes towards bilingualism vary depending on their educational background, linguistic abilities, and cultural experiences. These beliefs and attitudes affect their practices and can either promote or hinder bilingualism in the classroom. The benefits of bilingualism in the classroom include increased academic achievement, improved cognitive skills, and enhanced cultural understanding, while the challenges include lack of resources, linguistic barriers, and cultural differences. Based on the findings, this paper provides recommendations for future research and practical implications for teachers, policymakers, and educators.
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Peretiatko, L., and M. Teslenko. "ANALYSIS OF THE PROBLEM OF PERSONAL CONSTRUCTS WHILE BILINGUALISM." Psychology and Personality, no. 1 (May 20, 2019): 158–70. http://dx.doi.org/10.33989/2226-4078.2019.1.164000.
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The article presents the results of theoretical analysis of the problem of personal constructs while bilingualism in psychological science. The authors point out that the problem of multilingualism is of particular importance, as it is primarily due to social, economic and political changes in Ukraine, and first of all, to the general tendency towards integration into the European space. Due to it the particular scientific and practical importance is given to the issue of studying the bilingualism phenomenon.On the basis of the analysis of scientific literature and available research, it was established that the problem of bilingualism is marked by the multidimensional nature of its consideration within the various directions (classifications and kinds of bilingualism, age peculiarities of the bilingualism development) and approaches (behavioral, generative, cognitive and psychological).On the basis of the analysis of scientific literature and available researches it was established that today the problem of the correlation between language and thinking in the case of multilingualism is considered by scientists from the following views: firstly, each language is inseparably connected with thinking; secondly, thinking is a separate and independent process, and speech is only a code of thought expression in the process of communication.According to the systemic nature of the phenomena of bilingualism and personal constructs, the great scientific interest for us is given to the study of personal constructs in bilingualism.The results of the empirical study prove that the level of bilingualism is not a determining factor in the formation of personal constructs system in the student’s age.
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Mackenzie, Cory. "Effects of Bilingualism on Cognitive Processing." European Journal of Linguistics 3, no. 1 (March 28, 2024): 1–12. http://dx.doi.org/10.47941/ejl.1767.
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Purpose: The general purpose of the study was to examine the effects of bilingualism on cognitive processing.
Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
Findings: The findings reveal that there exists a contextual and methodological gap relating to the effects of bilingualism on cognitive processing. Preliminary empirical review revealed that bilingualism is associated with cognitive advantages, such as enhanced attentional control, executive function, and working memory capacity. Through a review of existing literature, it was found that bilingual individuals often outperform monolinguals in cognitive tasks, supporting the Bilingual Advantage Theory. Additionally, evidence suggested that bilingualism may contribute to a slower rate of cognitive decline in older age. These findings have implications for educators, policymakers, and healthcare professionals, highlighting the potential benefits of promoting bilingual education and language preservation efforts.
Unique Contribution to Theory, Practice and Policy: The Bilingual Advantage theory, Neuroplasticity and Cognitive Reserve theory may be used to anchor future studies on bilingualism and cognitive processing. The study made significant contributions to theory, practice, and policy. It supported the Bilingual Advantage Theory by demonstrating enhanced cognitive processing abilities in bilingual individuals. Recommendations included further exploration of underlying mechanisms, tailored interventions in educational and clinical settings, and policies supporting bilingual education and language diversity. These findings and recommendations aimed to advance understanding of bilingualism's cognitive benefits, inform practice in education and healthcare, and influence policy development for promoting linguistic diversity and cognitive development.
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Hui, Nga-Yan, Mingyu Yuan, Manson Cheuk-Man Fong, and William Shi-yuan Wang. "L2 proficiency predicts inhibitory ability in L1-dominant speakers." International Journal of Bilingualism 24, no. 5-6 (April 3, 2020): 984–98. http://dx.doi.org/10.1177/1367006920914399.
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Aims and Objectives: Bilinguals reportedly perform better in tasks that require the suppression of interference because of the constant practice in linguistic inhibition. However, previous literature was largely based on comparisons of pure monolinguals and balanced bilinguals. Those in between the two extremes were rarely examined. This project aimed at studying whether the population who primarily speak in a first language with a different level of second language proficiency also enjoy bilingual advantage. Methodology: Twelve monolingual and 38 bilingual Hong Kong older adults were recruited to perform the Stroop task and the second language (English) proficiency tests. The subjects were all frequent first language (Cantonese) speakers with various levels of second language proficiency. Data and Analysis: Pearson correlation and multiple regression analyses were used to identify the relationship between inhibition ability (Stroop score) and demographic and language background variables (including proficiency in and frequency of exposure to their second language). Findings: Both correlation and multiple regression analysis showed that the subjects with higher proficiency in a second language performed significantly better in the Stroop task. The results suggested that higher second language proficiency leads to higher difficulty in suppressing it, thus the training of inhibition is more effective. Originality: This study expanded the literature on bilingual advantage from a dichotomous comparison between monolingual and bilingual to the more continuous spectrum of bilinguals with different levels of second language proficiency. This study aimed at showing a fuller picture of bilingualism in the world. Significance/Implications: This study proposed that with high proficiency in a second language, frequent first language speakers could also enjoy cognitive advantages brought by bilingualism. Our study provides further evidence for the bilingual advantage hypothesis.
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Agar, Michael. "The biculture in bilingual." Language in Society 20, no. 2 (June 1991): 167–82. http://dx.doi.org/10.1017/s0047404500016250.
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ABSTRACTBased on the bilingualism literature, the author's recent experiences in Austrian German, and a discourse analysis perspective, a way of looking at biculturalism is hammered together to enable an understanding of how adult L2 acquisition proceeds in more and less cultural ways. (Bilingualism, biculturalism, discourse, ethnography, Whorf)
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Bailey, Iain. "Beckett, Bilingualism and the Bible." Samuel Beckett Today / Aujourd'hui 24, no. 1 (December 1, 2012): 353–66. http://dx.doi.org/10.1163/18757405-024001024.
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The starting point for this article is a critical consensus that biblical references are more prevalent in Beckett's English than his French writing. Through a close reading of as well as existing critical discourses on the Bible's status for Beckett, I argue that there may be more scope for a detailed attention to biblical intertextuality in Beckett's French texts than has previously been allowed.
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Tennenhouse, Leonard. "The Question of Cultural Bilingualism." Early American Literature 38, no. 1 (2003): 135–38. http://dx.doi.org/10.1353/eal.2003.0021.
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Pawliszko, Judyta. "Language and culture in bilinguals’ mind: Insights from case studies." Studia Anglica Resoviensia 17 (2021): 59–74. http://dx.doi.org/10.15584/sar.2020.17.5.
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The present article deals with a number of themes that pertain to culture and language relation in bilingual reality, most notably how bilingualism is defined and classified in the literature, and how bicultural bilinguals’ languages and cultures are interconnected. In the subsequent research part, the reported data formed the basis for conclusions supported by two-year observation and interviews of 4 Spanish-English bilinguals. The case studies allowed to gather information regarding their linguistic and cultural behaviour and how they identify themselves both linguistically and culturally. Each case study is discussed and conclusions on parallel points along with dissimilarities between accounts of the linguistic and cultural reality experienced in both languages are outlined.
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Mosina, Natalya M., Nina V. Kazaeva, and Svetlana V. Batina. "Features of acquiring a foreign language (Finnish, Hungarian) by bilinguals." Finno-Ugric World 12, no. 3 (October 26, 2020): 250–58. http://dx.doi.org/10.15507/2076-2577.012.2020.03.250-258.
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Introduction. The article examines the problems arising in the acquisition of Finnish and Hungarian as a foreign language among students who are native speakers of the Mordovian (Moksha or Erzya) and Russian languages, i.e. bilinguals. The work examines the types of bilingualism, identifies the criteria underlying them. The purpose of the article is to identify the nature and causes of the appearance of linguistic features, cases of the manifestation of interference at the level of morphology which further indicate the methods and ways of resolving the emerging difficulties of mastering a foreign language. Materials and Methods. The factual material was obtained as a result of many years of educational and pedagogical activity in the classroom in the Hungarian and Finnish languages with students of the Philological Faculty of National Research Mordovian State University majoring in “Philology”, track “Foreign philology: Hungarian / Finnish, English languages and literature”. The main research methods are theoretical (the study of scientific and methodological literature on the problem under study), comparative (in the analysis of the morphological system of the Hungarian / Finnish and Mordovian languages), as well as the methods of generalization and observation, widely used for this kind of research. Results and Discussion. In the article, as a result of the study, the types of bilingualism are presented, the criteria for identifying the types of bilingualism, based on the existing classifications, are determined, the type of Mordovian-Russian bilingualism of the students of the studied group is determined. In the course of the analysis, it was found that when studying the morphological system of the Finnish and Hungarian languages in the written and oral speech of bilingual students, the influence of both the native (Erzyan / Mokshan) and Russian languages (when mastering some local cases, conditional, etc.) is observed. The presented examples are proof of the manifestation of interference, which appears at different linguistic levels. Conclusion. In the course of the study it was revealed that basically all bilinguals we studied exhibit a contact type of bilingualism, when communication is constantly maintained with speakers of both their native (Moksha or Erzya) and the Russian languages. The recorded phenomena of interference indicate the influence of grammatical systems of non-native (Russian) and native (Erzyan / Mokshan) languages in mastering some morphological structures of Hungarian and Finnish languages by bilingual students. In conclusion, it is concluded that it is impossible to avoid the phenomena of interference in the process of teaching a foreign language at the first stages of learning. The revealed mistakes made by the students make it possible to determine the methods and develop a set of tasks aimed at the perception of a specific foreign language material without using the native language.
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Chappell, Sharon, and Christian Faltis. "Spanglish, Bilingualism, Culture and Identity in Latino Children’s Literature." Children's Literature in Education 38, no. 4 (November 9, 2006): 253–62. http://dx.doi.org/10.1007/s10583-006-9035-z.
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Gulati, Dr Preeti. "Resolving the Issue: Does Intelligence Nurture Bilingualism or Bilingualism Nurture Intelligence?" International Journal For Multidisciplinary Research 04, no. 04 (2022): 323–32. http://dx.doi.org/10.36948/ijfmr.2022.v04i04.035.
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In past literature authors raised a significant issue of role of intelligence in learning different languages. Whether an intelligent individual learns two or more languages easily or an individual who has learnt two or more languages perform better on tests of intelligence. In learning a second language, intelligence has been considered as an effective factor. Acknowledging the above issue, a heterogeneous sample of 38 bilinguals (17 boys and 21 girls) and 44 monolinguals (19 boys and 25 girls) was selected. The scores on intelligence test ranged from 34-41. Monolinguals and Bilinguals were then compared on problem solving ability, concept formation (wrong responses), verbal and figural creativity. To find out the significance of differences between the two groups t-test was applied. The results specified that Bilinguals performed significantly better on problem solving ability as compared to monolinguals, they show an edge on figural fluency and even flexibility and elaboration on both verbal and figural tests of creativity in comparison to monolinguals. Whereas no significant differences were found between the two groups on verbal fluency, concept formation which was measured by wrong responses committed by both the groups. Therefore in nutshell we can argue that bilinguals performed better than monolinguals on various cognitive abilities and language has a profound and nurturing role in overall development of intelligence.
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Rahayu, Dwi Ide. "Early Mixing in Bilingual Children: A Psycholinguistics View." Tell : Teaching of English Language and Literature Journal 6, no. 1 (February 2, 2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.
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Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, then the theories and assumptions on bilingualism in early childhood, and last the early mixing in bilingual children. According to the review of related literature, it can be inferred that from psycholinguistics view, language mixing cannot indicate the bilingual children’s lack of ability to differentiate the two language system. Spontaneous translation employed by the bilingual children shows that bilingual awareness and language differentiation is possible at an early stage. Bilingual infants can do language mixing as an evidence of their meta-linguistic awareness and language differentiation. As language mixing may be a good indicator of bilingual fluency, we can say that children who become bilingual in their early childhood will reach their fluency in the two languages by doing language mixing according to the two languages they have acquired.
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Mergen, Filiz, and Gulmira Kuruoglu. "PROCESSING EMOTION WORDS IN THE LATE-LEARNED L2." Psycholinguistics in a Modern World 16 (December 11, 2021): 205–12. http://dx.doi.org/10.31470/10.31470/2706-7904-2021-16-205-212.
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Language-emotion link has been a subject of interest for several decades. It has been studied extensively both in the monolingual and bilingual literature. However, due to the numerous factors that are at play in bilingualism, i.e. age and context of acquisition, frequency of use, there is conflicting evidence regarding the emotional load of each language of bilinguals. A great bulk of evidence leans towards the L1 as the more emotional language. This study investigates the perceived emotionality in the late learned language. Our participants (N = 57) were late bilinguals who learned their second language (English) in formal contexts after their first language (Turkish). We used a lexical decision task in which the participants determined whether the visually presented emotion words were real words or non-words. In line with the literature, we report faster response times for positive than for negative words in both languages. Also, the results showed L1 superiority in word processing.
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Mergen, Filiz, and Gulmira Kuruoglu. "PROCESSING EMOTION WORDS IN THE LATE-LEARNED L2." Psycholinguistics in a Modern World 16 (December 11, 2021): 205–12. http://dx.doi.org/10.31470/2706-7904-2021-16-205-212.
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Language-emotion link has been a subject of interest for several decades. It has been studied extensively both in the monolingual and bilingual literature. However, due to the numerous factors that are at play in bilingualism, i.e. age and context of acquisition, frequency of use, there is conflicting evidence regarding the emotional load of each language of bilinguals. A great bulk of evidence leans towards the L1 as the more emotional language. This study investigates the perceived emotionality in the late learned language. Our participants (N = 57) were late bilinguals who learned their second language (English) in formal contexts after their first language (Turkish). We used a lexical decision task in which the participants determined whether the visually presented emotion words were real words or non-words. In line with the literature, we report faster response times for positive than for negative words in both languages. Also, the results showed L1 superiority in word processing.
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Kubińska, Olga. "From „neither this nor that” to „a stereoscopic and stereophonic attitude to the world”: writers’ attitude to bilingualism." Tekstualia 3, no. 46 (July 4, 2016): 5–16. http://dx.doi.org/10.5604/01.3001.0013.4199.
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The article examines the problem of bilingualism from a diachronic perspective in the context of the contribution of current cultural theories (gender, postcolonial) to the perception of multilingualism in contemporary culture. A distinct issue in this research is compulsory bilingualism caused by the Holocaust and involuntary resettlement processes resulting from political harassment. The article also emphasizes the import of cultural anthropology, cognitive sciences and the sociology of translation into the redefi nition of the very notion of bilingualism and the infl uence of this phenomenon on such remote from literature spheres as therapy. Refl ection on bilingualism is largely dependent on the intellectual capacity of the bilingual authors conducting self-analysis. The cases of Eva Hoffman and Anna Wierzbicka provide more than adequate evidence which signifi cantly complements the testimony of philosophers, such as trilingual George Steiner, and bilingual writers, such as Conrad, Nabokov or Brodsky. Finally, it should be added that globalization favors bilingualism among authors but often also provides the rationale for choosing a less popular language as a means of expression.
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KAUSHANSKAYA, MARGARITA, and ANAT PRIOR. "Variability in the effects of bilingualism on cognition: It is not just about cognition, it is also about bilingualism." Bilingualism: Language and Cognition 18, no. 1 (October 14, 2014): 27–28. http://dx.doi.org/10.1017/s1366728914000510.
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Valian (2014) suggests that the messy state of the literature examining the effects of bilingualism on executive functioning (EF) stems from lack of clarity in how EFs are defined and measured, and from lack of control over other factors that can modulate EF. We argue that the lack of clarity in how bilingualism is defined and measured is no less problematic. We focus our commentary on two related issues.
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Ro'ifah, Ro'ifah. "Singing As An Effective Approach For Learning English On Early Childhood." Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini 5, no. 2 (November 21, 2019): 12. http://dx.doi.org/10.30651/pedagogi.v5i2.3484.
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There are so many native languages in Indonesia that makes English as a foreign language following Indonesian as the L2. This leads to the development of simultaneous bilinguals. However, there have been some contradictory opinions on whether learning English for early childhood is effective as it can inhibit a child’s L1 and L2 development. This may lead to the phenomenon of subtractive bilingualism resulting in a major dilemma for the government and parents. However, this notion can be debated through the critical period hypothesis. This study presents a literature review on ‘rhymes, songs, and chant’s as the effective media for learning English and its implication for early childhood through ‘singing’ approach.
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Morton, J. Bruce. "Language, Bilingualism, and Executive Functioning in Early Development." Psychological Reports 107, no. 3 (December 2010): 888–90. http://dx.doi.org/10.2466/04.11.28.pr0.107.6.888-890.
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Okanda, et al. (2010) reported new evidence concerning associations between language ability, bilingualism, and executive functioning early in development. The paper adds to a growing body of literature suggesting that bilingualism is associated with advantages in executive functioning generally, and the Dimensional Change Card Sort task in particular. However, as with all findings that hinge on between-group comparisons, there is a need to exercise caution before drawing firm conclusions about the effects of bilingualism on the development of executive control. Several lines of recent evidence are outlined that challenge key assumptions underlying the standard account of the bilingual advantage. Okanda, et al.'s findings are discussed in light of this evidence.
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Yokota, Junko, and Mingshui Cai. "Reading Corner For Children: Celebrating Local Languages and Literacies through Literature." Language Arts 80, no. 3 (January 1, 2003): 234–39. http://dx.doi.org/10.58680/la2003307.
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Changing demographics and cultural landscapes in schools and communities have brought to the foreground the diverse ways in which people think and communicate. This article reviews books that highlight language and literacy and are organized around the topics of bilingualism, multilingualism, and language diversity.
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Siu, Ka Yan. "The Effect of Working Memory on Bilingual Learning Ability." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2118–23. http://dx.doi.org/10.54097/ehss.v8i.4657.
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There is a growing concern about bilingualism, as acquiring two languages has gained popularity and is essential for communication living around the globe. Research suggests that higher working memory capacity could help store vocabulary and other linguistic information, thus enhancing one’s ability for second language acquisition. However, some research proposes that there is a second language interference for bilinguals, and they have poorer performance than their counterparts in working memory and lexical tasks. It is because bilinguals’ working memory capacity is impeded by the dominant language due to the simultaneous activation of both languages in their brain. Therefore, this literature review attempts to investigate the effect of working memory on bilingual learning ability by providing empirical studies to expound on the working memory capacity difference between monolinguals and bilinguals. The testing of working memory capacity is mainly conducted by lexical decision task and digit span task. The results found a bilingual advantage in working memory capacity, as they have been trained for better executive control.
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Ortiz Preuss, Elena Ortiz. "Psicolinguística do bilinguismo: implicações em processos formais de aquisição de línguas." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (October 7, 2019): 291–310. http://dx.doi.org/10.5007/2175-8026.2019v72n3p291.
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In this article we discuss the interrelationships between contextual and individual variables in the acquisition and use of L2, based on researches developed by our team. We assume that in the late acquisition of L2 there is variability in the proficiency of the learners, and that it is necessary to (re)know the effects of the individual variables in the teaching-learning processes. The experiments, which were created according to the Psycholinguistics of bilingualism and carried out in formal contexts of acquisition, evaluated associations between attention and working memory systems and the performance of bilinguals in their L2. The results, although incipient, indicate that effects of pedagogical approaches can be affected by individual differences. In addition, they reveal the need of more experiments that focus these variables on L2 teaching-learning processes.
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Smith, Cassandra, Amal Soomro, Jessie Li, Madison Norman, Abigail Rose, and Eliezer Schwartz. "A-133 Assessing Cognitive Performance in Bilingual Children with Refractory Temporal Lobe Epilepsy: A Systematic Review." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1287. http://dx.doi.org/10.1093/arclin/acac060.133.
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Abstract Objective: The effects of bilingualism on cognitive profiles in children with pre-surgical temporal lobe epilepsy (TLE) have not been well-addressed. The goal of this systematic review was to assess the state of knowledge on cognitive performance in bilingual children with refractory TLE. Data Selection: An extensive literature search using PubMed, Wiley, and ScienceDirect/Elsevier research databases yielded 326 articles on cognitive performance of children with TLE using the following search terms: temporal lobe epilepsy in bilingual children, temporal lobe epilepsy, bilingualism, bilingual, children. Of these, only 3 met inclusion/exclusion criteria set prior to initiating the literature search. Data Synthesis: Findings from the systematic review were mixed. Although some studies found that bilingual children with refractory TLE perform similarly to healthy controls and monolingual TLE children on measures of executive functioning and working memory. Other studies found that bilingualism no longer served as a protective factor for cognitive performance, specifically executive functioning, after accounting for the presence of TLE. Conclusion: Neuropsychology is an integral part of TLE rehabilitation programs to provide comprehensive evaluations of patients with epilepsy and increase quality of life outcomes. Bilingualism may be a protective factor due to reorganization of executive functioning networks that promote cognitive reserve. However, the current review highlights the need for further study of cognitive profiles of bilingual children with TLE, as executive functioning may be uniquely impacted.