Bilingual Advantage

Bilingual Advantage
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Bilingual Advantage
            Bilingualism is the ability to speak and understand two languages. It starts from conversing in two different languages to later being very competent and function as a native speaker of both languages. Individuals are considered bilingual due to their ability to communicate orally in two different languages, while others can competently read and write in two or more languages. There are two types of bilingualism, which are simultaneous and sequential bilingualism. Simultaneous bilingualism occurs by virtue when a person grows up speaking two different languages simultaneously. Sequential bilingualism occurs when a person learns the second language after the first language. Research shows that half of the world’s population is either lingual or multilingual because of different cultural interactions, traveling, and studying in different areas that allow people from different to interact and learn from each other. Bilingualism has greatly affected the general way of living in the world today, both positively and negatively. The article's focus includes; background, theory, existence, and methods of testing bilingual advantage.
The Background of the Bilingual Advantage
Research indicates that bilingualism causes cognitive effects on childhood growth and has caused mixed reactions in identifying effects on intelligence and overall speech development. Evidence has shown that cognitive advantages are associated with inhibition control, inclusive execution control, switching of tasks, and formation of the concept, among many others. The recent consensus of researchers suggests that bilingual children are advanced in problem-solving that need inhibition of information misleading through execution control. Scientific research and beliefs have suggested that bilingual childhood has negative effects on mental development; learning two different languages can confuse the young mind causing mental retardation as the child is growing up. Peal and Lambert (1962) challenged the view that predicted bilingual children that learn English and French have low scores on verbal, intelligent tests but reasonably well in non-verbal tests (Duñabeitia & Carreiras, 2015). After the experiment, the results contradicted the previous theories. Bilingual children performed better than monolinguals in most of the tests. The difference indicates that more advanced to mental flexibility.
            The bilingual advantage must have risen due to mental flexibility that was caused by the use of two different languages simultaneously. Further research shows that there are added advantage's high ability of bilingual children to solve linguistics-based problems based on multilingual awareness, which depicts languages as a mode of solving nonverbal problems that inhibit misleading information. A study by Paap, Johnson, and saw (2015) on the performing executive function of bilingual individuals gives a comprehensive analysis of the results.  They came up with several critical topics from the previous studies done by other scholars on  &ldquo...