Examinando por Autor "Janke, Vikki"

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    Publicación
    Does Bilingual Education Benefit the Social and Cognitive Development of Monolingually-Raised Children? Evidence from a Longitudinal Study
    (Cascadilla Press, 2021) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999
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    Publicación
    Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development
    (Elsevier, 2023) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999
    Our longitudinal study examined the cognitive and linguistic development of bilingually-educated, yet monolingually-raised, Spanish children, exploring (a) whether bilingual education procured a bilingual advantage, (b) whether greater L2 exposure was key to producing it, and (c) how development proceeded over time. We compared three groups of children in Years 1 and 2 of primary education in Spain: one attending monolingual education (MON), and two attending English-Spanish bilingual education, where one group received higher exposure (HiEx) and the other lower exposure (LoEx) to English. Children were tested in their schools on attention and L1 and L2 vocabulary skills, as well as several background measures. Across both years, the groups differed in their English vocabulary: HiEx outperformed LoEx and MON (p < 0.001), and LoEx outperformed MON (p = 0.02) but there were no differences in the children's L1 vocabulary scores. After one year of schooling, bilingually-educated children scored higher than MON on certain cognitive skills (interference suppression, p < 0.001; response inhibition, p = 0.02) but these differences did not materialise after a second year. The present paper combines these results from our two previously published studies with other current literature on educational bilingualism into a discussion on how future work on this population could progress.
  • Miniatura
    Publicación
    Investigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education
    (Taylor and Francis, 2020-08-06) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999
    Most research reporting that bilingual children exhibit enhanced cognitive skills and social awareness relative to their monolingual peers focusses on children raised and educated bilingually, making it difficult to pinpoint the degree of second language exposure necessary for such advantages to materialise. The current study measures the social and cognitive skills of Spanish children educated bilingually yet raised monolingually to explore (a) whether bilingual education alone confers advantages, and (b) whether greater second language exposure is key to producing them. It compares three groups of monolingually-raised children in their first year of primary education (i.e. 6–7 years old): one group educated in mainstream ‘monolingual’ education, one group enrolled in English-Spanish bilingual education with a ratio of 40–60 English-Spanish exposure, and one group enrolled in English-Spanish education with a ratio of 30–70 English-Spanish exposure. After one year of primary education, children attending bilingual education scored significantly higher than monolingual children on a sub-set of cognitive (selective attention; response inhibition) and social (communication; co-operation) skills, with the higher exposure bilingual school outperforming the lower exposure bilingual school on some of these measures.