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Investigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education

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dc.contributor.authorChamorro Galán, María Gloria
dc.contributor.authorJanke, Vikki
dc.contributor.orcidhttps://orcid.org/0000-0003-1149-6999
dc.date.accessioned2024-07-22T11:19:50Z
dc.date.available2024-07-22T11:19:50Z
dc.date.issued2020-08-06
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in “International Journal of Bilingual Education and Bilingualism, 25(5), 1765–1781", available at: https://doi.org/10.1080/13670050.2020.1799323
dc.descriptionEste es el manuscrito aceptado del artículo publicado por Taylor & Francis en “International Journal of Bilingual Education and Bilingualism, 25(5), 1765–1781", disponible en: https://doi.org/10.1080/13670050.2020.1799323
dc.description.abstractMost 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.en
dc.description.versionversión final
dc.identifier.citationChamorro, G., & Janke, V. (2022). Investigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education. International Journal of Bilingual Education and Bilingualism, 25(5), 1765–1781. https://doi.org/10.1080/13670050.2020.1799323
dc.identifier.doihttps://doi.org/10.1080/13670050.2020.1799323
dc.identifier.issn1367-0050
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23060
dc.journal.issue5
dc.journal.titleInternational Journal of Bilingual Education and Bilingualism
dc.journal.volume25
dc.language.isoen
dc.page.final1781
dc.page.initial1765
dc.publisherTaylor and Francis
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject57 Lingüística
dc.subject.keywordsbilingual educationen
dc.subject.keywordscognitive skillsen
dc.subject.keywordssocial skillsen
dc.subject.keywordsL2 exposureen
dc.subject.keywordsSpanishen
dc.subject.keywordsEnglishen
dc.titleInvestigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual educationen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationd1584687-b7d2-420e-9d9f-4bd500cb8841
relation.isAuthorOfPublication.latestForDiscoveryd1584687-b7d2-420e-9d9f-4bd500cb8841
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