The measurement of bilingualism and its relationship to cognitive ability

Lemmon, Christian R.; Goggin, Judith P.

doi:10.1017/s0142716400008493

Cited by 48 publications

(36 citation statements)

References 29 publications

(32 reference statements)

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“…with their monolingual peers living in Iran and found greater performance in measure of originality and fluid intelligence for bilinguals. However, these and similar studies in the field suffer from a serious drawback which is ignoring the bilinguals' developmental factors such as the age of L2 acquisition, the conditions under which the L2 was acquired, the degree of proficiency in L2 (Lemmon, & Goggin, 1989, cited in Kharkhurin, 2011). Birman, Trickett, and vinokurov (2002 believed that "language acquisition is often accompanied by adoption of the cultural values of the country in which this language is acquired".…”

Section: Introductionmentioning

confidence: 99%

The Effects of Foreign Language Learning on Creativity

Ghonsooly¹,

Showqi²

2012

ELT

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The present study investigates the possible influence of foreign language learning on individuals' divergent thinking abilities. Unlike the large body of research devoted to unfolding the effect of bilingualism on cognitive functions, foreign language learning has gained little attention. This study aimed at bringing into attention the distinctive nature of foreign language learning which deserves a separate line of investigation. To this end, controlling age, gender, socioeconomic status, and previous learning experiences, the performance of advanced learners of English as a foreign language (EFL) and non-EFL learner monolinguals were compared on the Torrance Test of Creative Thinking. The findings revealed that learning English as a foreign language to an advanced level significantly enhances all four divergent thinking abilities, i.e., fluency, elaboration, originality and flexibility. Such enhancement can be attributed to specific cognitive practices that language learning brings, and the psychological consequences of being trained under a system different from school system.

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Section: Introductionmentioning

confidence: 99%

The Effects of Foreign Language Learning on Creativity

Ghonsooly¹,

Showqi²

2012

ELT

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“…They further argue, as many others (e.g. Delgado et al 1999;Dö rnyei 2007;Lemmon and Goggin 1989;McKinney and Priestly 2004), that, methodologically, the heavy reliance on questionnaires leads to a number of problems, including the distillation of complex issues and experiences into a limited number of assessable constructs; the assumption that all informants will equally understand and engage with the concepts/constructs assessed via a questionnaire (e.g. equally 'understanding' references to 'culture', 'identity'); and the 'over-reliance' on subjective evaluations, which may not reflect actual performance or account for the variables which influence language use in reality (e.g.…”

Section: 'Identity' As a Key Variablementioning

confidence: 67%

The value of adopting multiple approaches and methodologies in the investigation of Ethnolinguistic Vitality

McEntee-Atalianis

2011

Journal of Multilingual and Multicultural Development

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The concept of 'Ethnolinguistic Vitality' (EV) has received variable acceptance and support since its introduction by Giles, Bourhis, and Taylor. It has especially proven to be a valuable heuristic in studies of language maintenance and shift. However, the reliability and validity of the instruments used to investigate EV, especially questionnaires used to test subjective vitality, have proven to be more problematic. This position paper introduces some of the issues that have been considered as difficult in the conceptualisation, investigation and application of EV and will suggest possible areas for further development. Drawing on a study of language attitudes, shift and the EV of the Greek-Orthodox community in Istanbul, this paper argues that there is much to recommend the tripartite conceptualisation of the EV framework in assessing both subjective and objective vitality via quantitative and qualitative methods. It further argues that studies of EV can be enriched by the use of ethnographic/observational approaches and discourse analytic frameworks, particularly when investigating hybridity. The adoption of both etic and emic approaches facilitates a more detailed engagement with key constructs. The latter will benefit the study of EV and potentially facilitate a rapprochement between researchers from different disciplines.

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“…6) Earlier studies that indicated negative consequences of bilingual education include : Arsenian (1937), Graham (1925), Mead (1927), Saer (1923. 7) For instance, Balkan (1970) on Switzerland, Ben-Zeev (1972, 1977 on Israel and New York, Cummins (1978), Feldman andShen (1970), lanco-Worrall (1972) on South Africa, Landry (1974), Lemmon and Goggin (1989) on English and Spanish, Liedtke andNelson (1968), Miller (1983), Scott (1973) on Montreal, Torrance et al (1970) on Singapore and Wagner, Spratt, and Ezzaki (1989) on Morocco. 8) The reasons for this is discussed earlier in note 1.…”

Section: Resultsmentioning

confidence: 99%

Arab Students and English: The Role of Implicit Culture

Kuroda

Suzuki

1991

Behaviormetrika

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As one learns a language, she or he learns to view the world as one's culture views it. Krober and Kelly claim a culture contains "implicit" designs for living. The objective of the study is to uncover "implicit" dimensions of the Arabic and English languages by using survey data gathered in Amman and Cairo.First, we have found that respondents answer the same questions differently depending upon the language in use. For example, we observed shifts in the use of primary group relations rules as opposed to second group relations rules in the workplace.Second, when the Arab students are answering questions in English, they may not think of only the Arab world but a greater part of the world-perhaps a sign of greater cognitive flexibility and diversity. Third, on the basis of these and other findings in the present study we would posit that a key reason for our inability to grasp certain elements in English grammar that are incomprehensible to the Arabs or the Japanese, no matter how expertly explained, may be caused by implicit dimensions of the concept inherent in English language that defy explication.

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The measurement of bilingualism and its relationship to cognitive ability

Cited by 48 publications

References 29 publications

The Effects of Foreign Language Learning on Creativity

The Effects of Foreign Language Learning on Creativity

The value of adopting multiple approaches and methodologies in the investigation of Ethnolinguistic Vitality

Arab Students and English: The Role of Implicit Culture

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