Explore the Difference Between Bilingual and Monolingual Children

DOI

10.2991/assehr.k.220110.131How to use a DOI?

Keywords

bilingualism; cognitive ability; working memory

Abstract

The aim of this study is to explore whether bilingual children have better working memory skills and cognitive ability than monolingual children. By summarizing previous studies, Chinese-monolingual and Chinese-English bilingual children aged 48-54 months from two kindergartens, whose parents are of lower socioeconomic status and do not speak English, would be selected. The results of previous studies indicate that bilingual children are better at processing information and suppressing cognitive interference than monolingual children, which supports our hypothesis. However, differences in schooling levels and errors in the assessment of children’s family economic status in the study still need to be controlled for more carefully. In addition, further implications of this study and the advantages and disadvantages of bilingual education are also discussed.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Nai-Hsin Cheng
PY  - 2022
DA  - 2022/01/28
TI  - Explore the Difference Between Bilingual and Monolingual Children
BT  - Proceedings of the 2021 International Conference on Public Art and Human Development ( ICPAHD 2021)
PB  - Atlantis Press
SP  - 686
EP  - 691
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220110.131
DO  - 10.2991/assehr.k.220110.131
ID  - Cheng2022
ER  -