Bilingual Education and Cognitive Development: A Comparative Analysis of Early vs. Late Bilingual Learners
Year: 2024
Type: article
Study design: Observational Study
Abstract: This study investigates the cognitive developmental differences between early and late bilingual learners, focusing on cognitive flexibility, memory, and executive functions. Early bilinguals, defined as individuals who acquire two languages before the age of five, demonstrated superior cognitive flexibility, faster information processing, and enhanced executive functions compared to late bilinguals, who began learning a second language after the age of ten. Despite certain cognitive challenges faced by late bilinguals, such as slower processing speed and lower cognitive flexibility, they exhibited stronger application of learning strategies, such as rehearsal and metacognitive techniques, to overcome these challenges. The study suggests that both early and late bilingual learners benefit from targeted educational strategies: fostering cognitive flexibility for early bilinguals and supporting memory and learning strategies for late bilinguals. The findings have significant implications for bilingual education and future research on the long-term effects of bilingualism on cognitive development.
DOI: 10.70088/g01pwy17
Author: Lara FOUCHE
Institution: University College Dublin
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405109949