The cognitive development of young dual language learners: A critical review

被引：251

作者：

Barac, Raluca ^{[1
,2
]}

Bialystok, Ellen ^{[1
]}

Castro, Dina C. ^{[3
]}

Sanchez, Marta ^{[4
]}

机构：

[1] York Univ, Toronto, ON M3J 1P3, Canada

[2] Hosp Sick Children, Toronto, ON M5G 1Z8, Canada

[3] Arizona State Univ, Tempe, AZ 85287 USA

[4] Duke Univ, Duke Ctr Child & Family Policy, Durham, NC 27708 USA

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2014年 / 29卷 / 04期

关键词：

Bilingualism; Dual language learner; Cognitive development; Children; Review; BILINGUAL PHONOLOGICAL AWARENESS; EVENT-RELATED POTENTIALS; SPANISH-SPEAKING; METALINGUISTIC AWARENESS; VERBAL INTELLIGENCE; WORKING-MEMORY; CHILDHOOD BILINGUALISM; EXECUTIVE ATTENTION; PHONEMIC AWARENESS; LITERACY SKILLS;

D O I：

10.1016/j.ecresq.2014.02.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major databases for research conducted with typically developing, preschool-age dual language learners between 2000 and 2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations. (C) 2014 Elsevier Inc. All rights reserved.

引用

页码：699 / 714

页数：16

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