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Native bilingual children who develop proficiency in L1 and L2 at the same time, perform better on executive function tasks such as the Attention Network Test, which measures attentional control, compared to their late bilingual and monolingual counterparts in studies controlled for age, verbal ability, and SES. [23] [24] [25] [66]
In terms of attentional control, early bilingual learners showed the greatest advantage, compared to monolingual speakers and late bilingual speakers. In terms of overall performance on ATN, the three groups performed equally, but when age and verbal ability variables were controlled, there was a difference in reaction time.
Based on the research in Ann Fathman's The Relationship Between Age and Second Language Productive Ability, [22] there is a difference in the rate of learning of English morphology, syntax and phonology based upon differences in age, but the order of acquisition in second language learning does not change with age.
Neuroscience of multilingualism is the study of multilingualism within the field of neurology.These studies include the representation of different language systems in the brain, the effects of multilingualism on the brain's structural plasticity, aphasia in multilingual individuals, and bimodal bilinguals (people who can speak at least one sign language and at least one oral language).
Bilingualism is the regular use of two fluent languages, and bilinguals are those individuals who need and use two (or more) languages in their everyday lives. [1] A person's bilingual memories are heavily dependent on the person's fluency, the age the second language was acquired, and high language proficiency to both languages. [2]
These studies are conducted with the caveat that monolingual and bilingual children being assessed have, as a baseline, equal competency in the languages that they speak. This would suggest that the differences in performance are to do with a difference in metalinguistic ability rather than differences in linguistic proficiency.
For more information about the effect of "language of instruction", see Bilingual education. "Strong Bridge" – An essential difference between MLE programs and first language programs is the inclusion of a guided transition from learning through the first language to learning through another language. While the strong bridge approach aims to ...
The mental lexicon is a focus of research on differences between monolingual and multilingual brains. Research during past decades shows that bilingual brains have special neural connections. [1] Whether said connections constitute a distinct bilingual brain structure is still under study.