Bilingual Cognition and Growth Mindset: A Review of Cognitive Flexibility and Its Implications for Dual-Language Education

Autor/inn/en	Grote, Kandice S.; Russell, Emily E.; Bates, Olivia; Gonzalez, Rosemary
Titel	Bilingual Cognition and Growth Mindset: A Review of Cognitive Flexibility and Its Implications for Dual-Language Education
Quelle	In: Current Issues in Education, 22 (2021) 2, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Bilingualism; Bilingual Education; Cognitive Development; Cognitive Ability; Intervention; Teaching Methods; Educational Policy; Educational Benefits; Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; English Language Learners; Persistence; Learning Motivation; Resilience (Psychology); Social Development; Vignettes; Preschool Children; Academic Achievement; Faculty Development + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Kognitive Entwicklung; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Bildungsertrag; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausdauer; Motivation for studies; Lernmotivation; Soziale Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulleistung
Abstract	The United States has seen an increase in cultural and linguistic diversity of student populations. Policy makers have looked toward existing research in dual language education, alternative curriculum, and bilingualism to support the needs of dual-language learners. In this paper, we review two areas of research that have implications for educational policy, and also have theoretical implications for early cognitive development. The first area focuses on cognitive flexibility in bilingual populations. The second area focuses on growth mindset. We highlight the parallels in these constructs, arguing that bilinguals may be uniquely receptive to growth mindset interventions due to their increased cognitive flexibility. We identify specific ways that growth mindset interventions could be applied to support dual-language learners. Lastly, we argue that future research in both areas may provide researchers and educators with a better understanding of early cognitive development in bilingual populations and the emergence of growth mindset in all populations. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01