User:Varnellr16/sandbox: Difference between revisions
Varnellr16 (talk | contribs) Format changes, additions, citations, edits and draft sections added |
Varnellr16 (talk | contribs) Better formatting, adding sections, citations, Edit, original and drafted text sections. |
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* Make sure sections are being referenced properly and are cited |
* Make sure sections are being referenced properly and are cited |
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* Contribute to sections adding additional information |
* Contribute to sections adding additional information |
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= Notes = |
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=== Reading ability === |
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* 4 - 5 year old children |
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* Monolingual English, bilingual Chinese and English, Bilingual French and English |
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* All of the children had the foundational understanding of reading, but were not capable of doing it by themselves |
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* The bilingual children were familiar with stories of both their native tongue and english |
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* Bilingual children understand the symbolic representation better than the monolingual |
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* Chinese students showed the highest recognition of english print |
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=== Language structure and awareness === |
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= Edits and Drafts = |
= Edits and Drafts = |
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Anything under the <u>'''Original'''</u> section are unedited |
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Anything under the <u>'''Edits'''</u> section have been copied from: [[Cognitive advantages of bilingualism]] |
Anything under the <u>'''Edits'''</u> section have been copied from: [[Cognitive advantages of bilingualism]] |
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Anything under the <u>'''Drafts'''</u> section are new additions to be included in the Article. |
Anything under the <u>'''Drafts'''</u> section are new additions to be included in the Article. |
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==== <u> |
==== <u>Original</u> ==== |
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=== Reading ability === |
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Bilinguals have also been found to outperform monolinguals in reading ability, as seen in another study by Bialystok. To analyze this area of bilingualism, Bialystok discussed the representational principle, which refers to the symbolic representation of spoken language, or the connection between spoken and written language systems. Understanding this principle would help one with acquiring literacy. For the testing of this principle, she gave children a "Moving Word Task" where the child had to appropriately match the written word to the object on a card. If they could correctly match the two after some rearranging of the cards, it was agreed that they could understand written words as representations of specific words whose meanings cannot change. <ref name=":0">Bialystok E (1997). "Effects of bilingualism and biliteracy on children's emerging concepts of print". ''Developmental Psychology''. '''33''': 429–440.</ref> The study was taken further in order to see when bilinguals grasped this principle in comparison to monolinguals. The results showed that bilingual children were correct on their "Moving Word Task" over 80% of the time, which is a percentage equal to that of monolinguals who were one year older than the bilinguals being tested. Overall, the bilinguals seemed to understand the representational principle earlier than monolinguals, meaning they were earlier prepared for literacy acquisition. <ref name=":1">Bialystok E, Shenfield T, Codd J (2000). "Languages, scripts, and the environment: Factors in developing concepts of print". ''Developmental Psychology''. '''36''': 66–76.</ref> |
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In another study done by Durgunoglu, Nagy, and Hancin-Bhatt, this same concept for bilinguals' reading abilities was also studied. For this specific study, native Spanish speaking children who were learning to read English were tested. The researchers observed these bilinguals to find that their levels of phonological awareness and word recognition in Spanish could predict how well they would be able to recognize words in English. The results showed that the phonological awareness skills established in one language could be transferred to the reading ability in another language. <ref name=":2">Durgunoglu, Aydin; Nagy, William; Hancin-Bhatt, Barbara (1993). "Cross-language transfer of phonological awareness". ''Journal of Educational Psychology''. '''85''': 453–465.</ref><ref name=":3">Durgunoglu A (1998). "Acquiring literacy in English and Spanish in the United States.". In Durgunoglu A, Verhoeven L. ''Literacy Development in a Multilingual Context: A Cross-Cultural Perspective''. Mahwah, NJ: Lawrence Erlbaum Associates. pp. 135–146.</ref> Again, bilinguals seem to be more advanced than monolinguals when it comes to reading ability. |
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=== Language structure and awareness === |
=== Language structure and awareness === |
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In their book ''In Other Words,'' Ellen Bialystok and Kenji Hakuta, both professors studying bilingualism, examined the idea that "the knowledge of two languages is greater than the sum of its parts." They argued that the linguistic benefits of being bilingual are more than simply being able to speak two languages. For instance, if a child is learning two languages whose structures and rules are significantly different from each other, this would require the child to think in more complicated ways. Take for example the arbitrariness of labels for objects, or distinguishing between and using two different grammatical or syntactical structures. These areas would be quite difficult for a child to learn, but would increase the understanding of the structure of language and help gain a greater awareness of meaning. This greater awareness of meaning for bilinguals is what is referred to as metalinguistic awareness (see metalinguistics abilities section above). |
In their book ''In Other Words,'' Ellen Bialystok and Kenji Hakuta, both professors studying bilingualism, examined the idea that "the knowledge of two languages is greater than the sum of its parts." They argued that the linguistic benefits of being bilingual are more than simply being able to speak two languages. For instance, if a child is learning two languages whose structures and rules are significantly different from each other, this would require the child to think in more complicated ways. Take for example the arbitrariness of labels for objects, or distinguishing between and using two different grammatical or syntactical structures. These areas would be quite difficult for a child to learn, but would increase the understanding of the structure of language and help gain a greater awareness of meaning. This greater awareness of meaning for bilinguals is what is referred to as metalinguistic awareness (see metalinguistics abilities section above). |
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'''<u>Edited</u>''' |
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=== Reading ability === |
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Attempting to further analyze bilingualism as it relates to reading capability, there was another study done by by Bialystok. This study was conducted by the testing of various children of ages 4 and 5, equally familiar in their own native tongues. The assessment was done using a representational principle; which refers to a symbolic representation of spoken language or connection between the spoken and written language systems. |
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=== Language structure and awareness === |
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====<u>Drafts</u>==== |
====<u>Drafts</u>==== |
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( '''Review of Educational Research''' '') -'' A systematic review and meta-analysis of the cognitive correlates of bilingualism. <ref>Adesope OO, Lavin T, Thompson T, Ungerleider C (2010). "A systematic review and meta-analysis of the cognitive correlates of bilingualism". ''Review of Educational Research''. '''80''' (2): 207–245. [[Digital object identifier|doi]]:10.3102/0034654310368803.</ref> |
( '''Review of Educational Research''' '') -'' A systematic review and meta-analysis of the cognitive correlates of bilingualism. <ref>Adesope OO, Lavin T, Thompson T, Ungerleider C (2010). "A systematic review and meta-analysis of the cognitive correlates of bilingualism". ''Review of Educational Research''. '''80''' (2): 207–245. [[Digital object identifier|doi]]:10.3102/0034654310368803.</ref> |
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==== '''Reading ability''' ==== |
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( '''Developmental Psychology''' ) - Effects of bilingualism and biliteracy on children's emerging concepts of print. <ref name=":0" /> |
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( '''Developmental Psychology''' ) - Languages, scripts, and the environment: Factors in the developing concepts of print. <ref name=":1" /> |
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( '''Journal of Educational Psychology''' ) - Cross-Language transfer of phonological awareness. <ref name=":2" /> |
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( '''Literacy Development in Multilingual Context''' ) - Acquiring literacy in English and Spanish in the United States. <ref name=":3" /> |
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== References == |
== References == |
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Revision as of 06:23, 28 October 2018
 | This is a user sandbox of Varnellr16. You can use it for testing or practicing edits. This is not the sandbox where you should draft your assigned article for a dashboard.wikiedu.org course. To find the right sandbox for your assignment, visit your Dashboard course page and follow the Sandbox Draft link for your assigned article in the My Articles section. |
Guidelines
Content
- How recent is the material that is being cited. Are there more recent studies that counter some of the information?
- How does the article flow. Is it addressing information that supports and relates to the topic?
- How could the article still be improved?
Tone
- Are you writing from a neutral position? Is the information being cited supported by biased sources?
- Are there certain subjects that are being touched on unevenly?
Sourcing
- Are the sources being cited trustworthy? Do the sources approach topics with a neutral tone; if not, is the source honest about their bias?
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Talk Page
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Article Evaluation
Wikipedia Article
Article Title : Cognitive advantages of bilingualism
Wikipedia Article Link - Cognitive advantages of bilingualism
Personal Notes for the article:
- There are multiple titles that are not neutral. The author of the article uses words like (Some, and many and multiple etc.) in reference to the studies that suggest there are cognitive benefits to bilingualism; however, the way they are used makes it appear as though he/she is pushing their opinions in.
- Change the title to something more neutral. For example : "The Cognitive Effects of Bilingualism."
- There seems to be sections where they are not particularly that well cited, and appear grouped up as mini talking points from the authors perspective.
- Work with the flow a bit, try and get it to read and flow smoother. Focus on what people in the fields have found without creeping the idea of what the title suggests.
What am I wanting to contribute to the article?
- Remove irrelevant information
- Bring the overall tone to a more neutral zone
- Make sure sections are being referenced properly and are cited
- Contribute to sections adding additional information
Notes
Reading ability
- 4 - 5 year old children
- Monolingual English, bilingual Chinese and English, Bilingual French and English
- All of the children had the foundational understanding of reading, but were not capable of doing it by themselves
- The bilingual children were familiar with stories of both their native tongue and english
- Bilingual children understand the symbolic representation better than the monolingual
- Chinese students showed the highest recognition of english print
Language structure and awareness
Edits and Drafts
Anything under the Original section are unedited
Anything under the Edits section have been copied from: Cognitive advantages of bilingualism
Anything under the Drafts section are new additions to be included in the Article.
Original
Reading ability
Bilinguals have also been found to outperform monolinguals in reading ability, as seen in another study by Bialystok. To analyze this area of bilingualism, Bialystok discussed the representational principle, which refers to the symbolic representation of spoken language, or the connection between spoken and written language systems. Understanding this principle would help one with acquiring literacy. For the testing of this principle, she gave children a "Moving Word Task" where the child had to appropriately match the written word to the object on a card. If they could correctly match the two after some rearranging of the cards, it was agreed that they could understand written words as representations of specific words whose meanings cannot change. [1] The study was taken further in order to see when bilinguals grasped this principle in comparison to monolinguals. The results showed that bilingual children were correct on their "Moving Word Task" over 80% of the time, which is a percentage equal to that of monolinguals who were one year older than the bilinguals being tested. Overall, the bilinguals seemed to understand the representational principle earlier than monolinguals, meaning they were earlier prepared for literacy acquisition. [2]
In another study done by Durgunoglu, Nagy, and Hancin-Bhatt, this same concept for bilinguals' reading abilities was also studied. For this specific study, native Spanish speaking children who were learning to read English were tested. The researchers observed these bilinguals to find that their levels of phonological awareness and word recognition in Spanish could predict how well they would be able to recognize words in English. The results showed that the phonological awareness skills established in one language could be transferred to the reading ability in another language. [3][4] Again, bilinguals seem to be more advanced than monolinguals when it comes to reading ability.
Language structure and awareness
In their book In Other Words, Ellen Bialystok and Kenji Hakuta, both professors studying bilingualism, examined the idea that "the knowledge of two languages is greater than the sum of its parts." They argued that the linguistic benefits of being bilingual are more than simply being able to speak two languages. For instance, if a child is learning two languages whose structures and rules are significantly different from each other, this would require the child to think in more complicated ways. Take for example the arbitrariness of labels for objects, or distinguishing between and using two different grammatical or syntactical structures. These areas would be quite difficult for a child to learn, but would increase the understanding of the structure of language and help gain a greater awareness of meaning. This greater awareness of meaning for bilinguals is what is referred to as metalinguistic awareness (see metalinguistics abilities section above).
Edited
Reading ability
Attempting to further analyze bilingualism as it relates to reading capability, there was another study done by by Bialystok. This study was conducted by the testing of various children of ages 4 and 5, equally familiar in their own native tongues. The assessment was done using a representational principle; which refers to a symbolic representation of spoken language or connection between the spoken and written language systems.
Language structure and awareness
Drafts
Works Cited
My Citations: All of my collected sources
( Psychology Today ) - What are the Effects of Bilingualism [5]
( NCBI ) - The Cognitive Benefits of Being Bilingual [6]
( NIH ) - Bilingual Effects in the Brain [7]
( Medical News Today ) - Bilingualism: What happens in the brain? [8]
( Science Daily ) - Bilingualism and the Brain: How Language Shapes Our Ability to Process Information [9]
From Article : Citations used in each section
Language structure and awareness
( New York L BasicBooks. ) - In other words: the science and psychology of second-language acquisition. [10]
( Developmental Psychology ) - Levels of bilingualism and levels of linguistic awareness. [11]
( Review of Educational Research ) - A systematic review and meta-analysis of the cognitive correlates of bilingualism. [12]
Reading ability
( Developmental Psychology ) - Effects of bilingualism and biliteracy on children's emerging concepts of print. [1]
( Developmental Psychology ) - Languages, scripts, and the environment: Factors in the developing concepts of print. [2]
( Journal of Educational Psychology ) - Cross-Language transfer of phonological awareness. [3]
( Literacy Development in Multilingual Context ) - Acquiring literacy in English and Spanish in the United States. [4]
References
- ^ a b Bialystok E (1997). "Effects of bilingualism and biliteracy on children's emerging concepts of print". Developmental Psychology. 33: 429–440.
- ^ a b Bialystok E, Shenfield T, Codd J (2000). "Languages, scripts, and the environment: Factors in developing concepts of print". Developmental Psychology. 36: 66–76.
- ^ a b Durgunoglu, Aydin; Nagy, William; Hancin-Bhatt, Barbara (1993). "Cross-language transfer of phonological awareness". Journal of Educational Psychology. 85: 453–465.
- ^ a b Durgunoglu A (1998). "Acquiring literacy in English and Spanish in the United States.". In Durgunoglu A, Verhoeven L. Literacy Development in a Multilingual Context: A Cross-Cultural Perspective. Mahwah, NJ: Lawrence Erlbaum Associates. pp. 135–146.
- ^ Grosjean, François, and Aneta Pavlenko. “What Are the Effects of Bilingualism?” Psychology Today, Sussex Publishers, June 2011, www.psychologytoday.com/us/blog/life-bilingual/201106/what-are-the-effects-bilingualism.
- ^ Marian, Viorica, and Anthony Shook. “The Cognitive Benefits of Being Bilingual.” Cerebrum: the Dana Forum on Brain Science, The Dana Foundation, 2012, www.ncbi.nlm.nih.gov/pmc/articles/PMC3583091/.
- ^ Wein, Harrison. “Bilingual Effects in the Brain.” National Institutes of Health, U.S. Department of Health and Human Services, 29 Apr. 2016, www.nih.gov/news-events/nih-research-matters/bilingual-effects-brain.
- ^ Hewings-Martin, Yella. “Bilingualism: What Happens in the Brain?” Medical News Today, MediLexicon International, 4 Oct. 2017, www.medicalnewstoday.com/articles/319642.php.
- ^ Chinnuswamy, Yamini. “Bilingualism and the Brain: How Language Shapes Our Ability to Process Information.” ScienceDaily, ScienceDaily, 24 Aug. 2015, www.sciencedaily.com/releases/2015/08/150824114907.htm.
- ^ Hakuta, Kenji; Bialystok, Ellen (1994). In other words: the science and psychology of second-language acquisition. New York: BasicBooks. ISBN 0-465-07565-7.
- ^ Bialystok E (1988). "Levels of bilingualism and levels of linguistic awareness". Developmental Psychology. 24 (4): 560–567. doi:10.1037/0012-1649.24.4.560
- ^ Adesope OO, Lavin T, Thompson T, Ungerleider C (2010). "A systematic review and meta-analysis of the cognitive correlates of bilingualism". Review of Educational Research. 80 (2): 207–245. doi:10.3102/0034654310368803.