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Introduction The aim of this paper is to focus on the relationship of cognition education and proficiency between first L1 and second language L2 in bilingual children It will also evaluate the evidence related to the cognitive development linguistic proficiency and education in bilingual children and describe this development and proficiency It has been acknowledged that learning a second language has a positive effect on intellectual growth It enriches and enhances a childs mental development it leaves students with more flexibility in thinking greater sensitivity to language and a better ear for listening It also improves a childs understanding of hisher native language On the other hand it gives a child the ability to communicate with people he or she would otherwise not have the chance to know It opens the door to other cultures and helps a child understand and appreciate people from other countries and gives a student a head start in language requirements for later school years In the first article the writer Jim Cummins argues that the cognitive factor has a central role in the speed and success with which the language is acquired He also states that other individual factors such as motivation and conversational factors that determine the size and type of exposure to the second language are also central to the acquisition process and interact with cognitive factors He further adds that the process of second-language acquisition can be clarified by differentiating between two dimensions of proficiency namely the attribute-based and input-based aspects of proficiency The cognitive and personality variables are examples of attributes that influence proficiency in acquiring a second language The input-based aspects of proficiency are related to the quality and quantity of L2 input acquired from the environment He further argues that the differences between the two dimensions may not be apparent at the beginning but over time the influences of each dimension will become more apparent on the individual He
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