Literature and Languages

A general understanding exists that children who can manage multiple languages possess superlative qualities in communication, social interaction, and communication over those who speak only one language. The bilingual children tend to have better grammatical skills, cope with tasks that need focus and attention. The intellectual agility that enables them to manage multiple phonological systems may be the reason that explains their advanced levels of cognitive tractability and their simplistic nature of concepts acquisitive during erudition. The paper focuses on the bilingualism and cognition in children.

The exercise involved finding out the bilingualism effect on the children cognitive skills and language performances. The activity was conducted twice at home where both monolingual and bilingual children participated at different times. The association between proper operational thinking and preconditioned cognitive flair among the mono and bilingual children was deliberated. Language adeptness and ascendancy were also tested among the subjects. Verbal and non-verbal assessments were included in the activities to explore the relationships between bilingualism and intellectualism capabilities. The bilingual group consisted of children who spoke both English and Spanish while the monolingual group consisted of children who only manage The English language. Their ages varied, but almost all of them were in the age category of between 9-14 years old. Most of the children that formed the monolingual group was English native speakers while the other group consisted of some individuals who used English as a second language. On critical reasoning, the language expertise highly correlated with cognitive level. There was an important relationship between the cognitive level and the philological measure of abstract thinking. The bilingual group tends to use advanced rules more often than the monolingual group. This suggested that the bilingualism supports intellectual litheness and concept construction.

Various researchers indicate that bilingualism children have more advantages over their monolingual counterparts. A perception exists among some teachers and parents that multilingualism present challenges and risks to the child's edification progress. However, such beliefs have been dispelled by intensive research that has indicated that bilingual children have a higher indulgence of how language behaves. They have proved that the bilingual children outperform their playmates on some aspects including language responsiveness. The merits of the bilingualism to children are independent of whether the language is widely spoken or classified as a useful language. It is, therefore, crucial to strike a balance for the language usefulness perception through the creation of awareness about the merits of bilingualism or else the children will be put at the danger of losing the superfluous language (University of Cambridge, N.p).

According to Dreifus (2011, N.p), the bilinguals contain a cognitive system that has the capability to concentrate on the important aspects and disregard the useless or less valuable. The explanation she advanced for this phenomenon is that the bilinguals' executive control system tends to function frequently since it manages two languages hence making it more efficient. Their brains, therefore, tend to operate in a similar fashion on other things hence giving them the ability even to multi-task (Dreifus, N.p). The use of monolingual education, therefore, tends to limit the linguistic practices and the admittance to languages of power. Apart from unlocking the limitations of the monolingual, bilingualism is transformative and legitimizes the practices of language (García & Beardsmore, N.p).

In conclusion, the language expertise of bilingual children tends to be more advanced compared to the monolingual children. The bilingualism also seems to give the children more advantage over their counterparts concerning their task concentration and the level of attention and cognitive flexibility. They also tend to grasps or construct concepts easily than the monolingual class.