American Psychological Association. (2018). Creativity. APA Dictionary of Psychology. https://dictionary.apa.org/creativity.
This resource provides definitions to psychological terms. The APA is highly esteemed in the psychology world with many well-educated, renowned psychologists contributing to its content, deeming it a trustworthy source.
Barac, R. (2012). Bilingual Effects on Cognitive and Linguistic Development: Role of Language, Cultural Background, and Education. Child Development, Volume 83, 413–422. //dx.doi.org/10.1111/j.1467-8624.2011.01707.
This study analyzes the effect that culture, education, and upbringing have on a child's bilingualism.
Bialystok, E. (2005). Consequences of bilingualism for cognitive development. Handbook of bilingualism: Psycholinguistic approaches, 417-432.
Existing research on the cognitive consequences of bilingualism in children's development has yielded diverse findings, especially concerning domains such as language ability and intelligence. The focus of this chapter's research diverges from previous approaches by examining the impact of bilingualism on specific cognitive processes rather than broader skill development domains. The study, supported by the Natural Sciences and Engineering Research Council of Canada, scrutinizes three cognitive domains: concepts of quantity, task switching and concept formation, and theory of mind. A consistent pattern emerges across these distinct domains, revealing that bilingual children demonstrate superior problem-solving skills when faced with tasks requiring the inhibition of misleading information. The overarching conclusion suggests that bilingualism expedites the development of a general cognitive function associated with attention and inhibition. This research suggests that the beneficial effects of bilingualism manifest prominently in tasks and processes necessitating the utilization of this cognitive function.
Bialystok, E., McBride-Chang, C. and Luk, G. (2005). Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems. Journal of Educational Psychology, 97(4), 580-590.
This study collaboratively conducted by professors at York University and Chinese University of Hong Kong explores the connection between literary acquisition and bilingualism. It addresses preconceptions concerning the advanced cognition of bilingual students by comparing the literacy of children from American, Canadian, and Chinese backgrounds. The conclusion of the study suggests that language and literacy proficiency is affected by the nature of the child’s mother tongue and academic instruction style. For example, English’s phonological system fosters cognitive abilities that are different than the Cantonese character system. As a result, reading in two different writing systems does not necessarily equip a person to read in a system that requires a different learning approach. This provides a counter point to those that exalt the advantages of bilingualism.
Cardenas-Hagan, E., Helman, L., & Genesee, F. (n.d.). Reading 101 for English language learners. Reading Rockets. https://www.readingrockets.org/helping-all-readers/english-lan guage-learners/reading-101-ells.
This website serves as a valuable resource by addressing the unique challenges and strategies associated with English Language Learners (ELLs) in the context of reading. As an educational platform, Reading Rockets provides practical insights and instructional guidance for educators and researchers interested in the cognitive nuances of bilingual children's reading development. This source can be instrumental in informing interventions and instructional practices tailored to support the cognitive growth of bilingual learners in the domain of reading. Backed by cited, acclaimed research studies, this website presents reliable information that connects the intellectual understanding of bilingual learners to practical applications in the classroom and the home.
Grosjean, F. (2010). Bilingual : Life and Reality. Harvard University Press.
This book by François Grosjean aims to confront common misconceptions related to bilingualism and provide legitimate information as refutation. It explores the ways in which bilingualism contributes to the speaker's cognitive excellence, social experience, and personal identity.
Kroll, J.F. and Sunderman, G. (2003). Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations. In The Handbook of Second Language Acquisition (eds C.J. Doughty and M.H. Long). https://doi.org/10.1002/9780470756492.ch5.
This peer-reviewed article delves into the cognitive processes of second language learners and bilinguals, specifically focusing on the intricate development of lexical and conceptual representations. The authors employ a comprehensive approach to examine how individuals acquire and organize language knowledge, shedding light on the dynamic interplay between linguistic and cognitive systems. Through a synthesis of empirical research and theoretical frameworks, Kroll and Sunderman elucidate the nuanced journey of language acquisition, addressing both lexical and conceptual dimensions. Their work contributes valuable insights to the fields of linguistics and cognitive psychology, providing a deeper understanding of the intricate mechanisms underlying bilingualism.
Salmani Nodoushan, M. A. (2014). The bilingual self or selves? International Journal of Language Studies, Volume 8, 107-116. https://doi.org/10.13140/2.1.2463.8086.
This peer-reviewed article offers a study on the misconception that bilingual speakers have split personalities. It seeks to reveal the unique circumstances and struggles a bilingual speaker grapples with in terms of identity. This article explains the ways in which language is directly connected to culture which influences the way people behave. It aims to show that it is natural for languages of different cultures and structures to bring out different personality traits in an individual. In doing so, it debunks the idea that bilingual speakers have multiple personalities by suggesting that it is simply the natural effect of language emphasizing different qualities based on its cultural origins and metalinguistics.
Vasundhra. (2023, July 22). Understanding bilingualism through linguistic anthropology. Anthroholic. https://anthroholic.com/bilingualism
This website offers a general overview of bilingualism backed by scholarly studies. The conciseness and accuracy of the presented information make it easily congestible and applicable to this study of bilingual learners, especially in regard to how bilingualism interacts with sociology.
Why bilingual students have a cognitive advantage for learning to read. Waterford.org. (2019, January 29). https://www.waterford.org/education/why-bilingual-students-have-a-cogniti ve-advantage-for-learning-to-read/
This web page delves into the cognitive advantages that bilingualism offers in the context of learning to read, presenting insights that align with the research focus. The page explores key aspects such as cognitive flexibility, inhibitory control, and metalinguistic awareness, showing how bilingualism positively influences the reading skills of children. The content can serve as a valuable resource, providing empirical support and practical implications for educators, researchers, and parents interested in understanding the intricate relationship between bilingualism and cognitive development, particularly in the realm of literacy acquisition.