Trainability of Foreign Language Aptitudes in Children

Biedroń, Adriana; Véliz-Campos, Mauricio

doi:10.1007/978-3-030-66022-2_3

Cited by 2 publications

(1 citation statement)

References 60 publications

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“…It can be stated that one step further than bilingualism advantage, multilingual learning can result in a number of linguistic and cognitive distinctions due to the complex and interrelated structure of two or more linguistic systems in mind. As language learning abilities are enhanced by bi/multilingual experience ( Biedro & Campos 2021 ), it can be proposed that multilingual individuals can have better cognitive management through WM, MeLA and expanded L1 lexicon size. That is, being a bilingual and multilingual generally help people realize and expand their creative potential into ability to communicate in various occasions.…”

Section: Conclusion and Further Studiesmentioning

confidence: 99%

Cognitive Advantages of Multilingual Learning on Metalinguistic Awareness, Working Memory and L1 Lexicon Size: Reconceptualization of Linguistic Giftedness from a DMM Perspective

Dolas

Jessner

Cedden

2021

Journal of Cognition

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The relation between multilingual learning and cognition through (linguistic) giftedness has not been studied yet in third language acquisition, multilingualism or cognition studies. Even though 'giftedness' appears to be enigmatic and advantageous in a number of areas, in the field of language learning it is not clear whether multilingual learning or giftedness fulfils the triggering role in a number of cognitive skills. For that purpose, the present study observed the possible cognitive advantages of multilingual learning on metalinguistic awareness (Jessner 2006), working memory (Baddeley & Hitch 1974; Robinson 2002; and first language lexicon size of a number of children from regular and gifted education programmes in a Dynamic Model of Multilingualism perspective (Herdina & Jessner 2002). The study was analyzed with the multiple linear regression model based on the scores gathered from the data of working memory and vocabulary sub-tests of the Turkish adaptation version (Savaşır & Şahin 1995) of the Wechsler Intelligence Scale for Children-Revised, and metalinguistic awareness test (Pinto et al. 1999) of a number of mono-, bi-and multilingual participants from various schools. The results not only provided positive correlations between multilingual learning and metalinguistic awareness, working memory and first language lexicon size but also contributed to the identification and reconceptualization of linguistic giftedness.

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Section: Conclusion and Further Studiesmentioning

confidence: 99%

Cognitive Advantages of Multilingual Learning on Metalinguistic Awareness, Working Memory and L1 Lexicon Size: Reconceptualization of Linguistic Giftedness from a DMM Perspective

Dolas

Jessner

Cedden

2021

Journal of Cognition

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Young learners’ bilingual status and cognitive development in foreign language aptitude testing

Suárez

Stansfield²

2023

ITL

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Young learners’ L1s preference, cognitive development and bilingual status might influence their performance on language aptitude tests, particularly if these are language-dependent. The objective of this study was to test the validity, reliability and consistency across populations of two such tests: the Modern Language Aptitude Test-Elementary in Catalan (MLAT-EC) and in Spanish (MLAT-ES). 629 bilingual students from grades 3 to 7 took the MLAT-ES and the MLAT-EC for test comparison in a counterbalanced order. The results show that their performance on both tests presented hardly any significant differences considering students’ L1 preference (Catalan, Spanish or no preference). In addition, these bilingual examinees outperformed the predominantly monolingual samples in the MLAT-ES norming study. The same score patterns related to young learner cognitive development stages were found across test versions. These results reinforce the confidence in the validity of the MLAT-E adaptations and support the hypothesis that bilingualism results in greater aptitude.

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Trainability of Foreign Language Aptitudes in Children

Cited by 2 publications

References 60 publications

Cognitive Advantages of Multilingual Learning on Metalinguistic Awareness, Working Memory and L1 Lexicon Size: Reconceptualization of Linguistic Giftedness from a DMM Perspective

Cognitive Advantages of Multilingual Learning on Metalinguistic Awareness, Working Memory and L1 Lexicon Size: Reconceptualization of Linguistic Giftedness from a DMM Perspective

Young learners’ bilingual status and cognitive development in foreign language aptitude testing

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