Creativity and Bilingualism

Ricciardelli, Lina A.

doi:10.1002/j.2162-6057.1992.tb01183.x

Cited by 119 publications

(80 citation statements)

References 28 publications

(8 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies concerning the role of the family and socio-economic status on creativity need to be conducted in Brazil. The findings also support the positive relationship between creativity and bilingualism pointed out by the literature (Kessler & Quinn, 1987;Ricciardelli, 1992).…”

Section: The Inventory Of Teachers' Practices For Creativity In Higsupporting

confidence: 86%

Creativity in the Brazilian Culture

Fleith¹

2011

Online Readings in Psychology and Culture

View full text Add to dashboard Cite

Section: The Inventory Of Teachers' Practices For Creativity In Higsupporting

confidence: 86%

Creativity in the Brazilian Culture

Fleith¹

2011

Online Readings in Psychology and Culture

View full text Add to dashboard Cite

“…For example, the 'less skilled' EFL writers, who were also found to be 'less skilled' in writing in Greek (GL2) , showed a limited awareness of the writing task and adopted lower-level processes and strategies (see Goddard & Sendi 2008;Griva et al 2009;Zimmerman & Risemberg 1997). In addition, some of the strategies acquired in L1 and L2 were transferred to EFL writing (Ricciardelli 1992).…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

Griva

Chostelidou

2013

Read. writ.

View full text Add to dashboard Cite

The present study was concerned with eliciting information about the problems that bilingual or immigrant students' encounter and the strategies that they employ whilst writing in Greek as a second language (GL2) and in English as a foreign language (EFL). The sample consisted of a total of 32 bilingual students, aged between 10 and 12 from Albanian, Russian and Georgian families. The study followed a qualitative and quantitative method of data collection and analysis: (1) a screening writing test was used for student selection and their categorisation into skilled and less skilled writers; (2) student think-aloud reports and retrospective interviews were used to collect data whilst students were writing in GL2 and EFL. The findings indicated that the skilled bilingual writers held a much broader and complex view of their own writing process and showed more strategic knowledge compared to less-skilled writers. In particular, they were more flexible in using both cognitive and metacognitive strategies and employed a wider range of more 'elaborated' strategies. In contrast, the less-skilled writers had a more limited knowledge of the writing task, and they adopted lower-level processes and strategies. However, they had adequate awareness of their own writing problems related to word level, and they employed certain compensation strategies to overcome writing weaknesses. Some suggestions are made about the creation of educational and teaching conditions for developing bilingual students' linguistic cognitive and metacognitive skills and expanding opportunities for them to become autonomous writers.

show abstract

“…A large number of researchers have engaged in seeking the relationship between creativity and bilingualism. Ricciardelli (1992) conducted a meta-analysis of 24 studies that examined this relation. Despite some incongruities observed among them, the general inclination was toward the superiority of bilinguals to monolinguals in performance on measures of creativity.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Foreign Language Learning on Creativity

Ghonsooly¹,

Showqi²

2012

ELT

View full text Add to dashboard Cite

The present study investigates the possible influence of foreign language learning on individuals' divergent thinking abilities. Unlike the large body of research devoted to unfolding the effect of bilingualism on cognitive functions, foreign language learning has gained little attention. This study aimed at bringing into attention the distinctive nature of foreign language learning which deserves a separate line of investigation. To this end, controlling age, gender, socioeconomic status, and previous learning experiences, the performance of advanced learners of English as a foreign language (EFL) and non-EFL learner monolinguals were compared on the Torrance Test of Creative Thinking. The findings revealed that learning English as a foreign language to an advanced level significantly enhances all four divergent thinking abilities, i.e., fluency, elaboration, originality and flexibility. Such enhancement can be attributed to specific cognitive practices that language learning brings, and the psychological consequences of being trained under a system different from school system.

show abstract

Creativity and Bilingualism

Cited by 119 publications

References 28 publications

Creativity in the Brazilian Culture

Creativity in the Brazilian Culture

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

The Effects of Foreign Language Learning on Creativity

Contact Info

Product

Resources

About