Frontiers in Educational Research, 2024, 7(11); doi: 10.25236/FER.2024.071124.
Jiang Fei
International Office, Xi’an Eurasia University, Xi’an, Shaanxi, 710065, China
This essay delves into the bilingual development and cognitive outcomes of Chinese-Australian immigrant children, focusing on the comparison between the second and third generations. Drawing upon Fishman's three-generation language shift model, the study explores the impact of bilingualism on cognitive abilities, specifically executive function, through measures such as the Dimensional Change Card Sort task and Stroop test. Despite historical skepticism, recent research suggests bilingualism offers cognitive advantages. This essay discusses the cognitive advantages of bilingual children and their specific manifestations, and studies the influence of sociocultural factors on bilingual development. However, methodological considerations and contextual factors in immigrant populations prompt critical reflections on the validity and applicability of research findings. Addressing concerns of immigrant parents and educators, the essay highlights the importance of balanced bilingualism and socio-cultural variables in shaping educational outcomes.
Bilingualism, Cognitive Development, Executive Function, Immigrant Children, Language Shift, Multilingualism, Educational Performance, Second Language Acquisition, Measurement Tools, Socio-Cultural Factors
Jiang Fei. Analyzing the Cognitive Advantages of Bilingualism in Chinese-Australian Immigrant Children. Frontiers in Educational Research (2024) Vol. 7, Issue 11: 150-155. https://doi.org/10.25236/FER.2024.071124.
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