New Discoveries from the Bilingual Brain and Mind across the Life Span: Implications for Education

Autor/in	Petitto, Laura-Ann
Titel	New Discoveries from the Bilingual Brain and Mind across the Life Span: Implications for Education
Quelle	In: Mind, Brain, and Education, 3 (2009) 4, S.185-197 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/j.1751-228X.2009.01069.x
Schlagwörter	Neurology; Monolingualism; Brain; Reading Instruction; Language Acquisition; Bilingualism; Neurological Organization; Scientific Research; Developmental Stages; Bilingual Students; Reading Difficulties; Language Impairments; Socioeconomic Influences; Literacy Education; Spectroscopy; Diagnostic Tests; Predictor Variables; Reading Skills + Suchen Sie Ihr Suchwort? Neurologie; Gehirn; Leseunterricht; Sprachaneignung; Spracherwerb; Bilingualismus; Reading difficulty; Leseschwierigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sozioökonomischer Faktor; Spektroskopie; Diagnostic test; Diagnostischer Test; Prädiktor; Reading skill; Lesefertigkeit
Abstract	We discuss the fruits of educational neuroscience research from our laboratory and show how the typical maturational timing milestones in bilingual language acquisition provide educators with a tool for differentiating a bilingual child experiencing language and reading delay versus deviance. Further, early schooling in two languages simultaneously affords young bilingual children a reading advantage and may also ameliorate the negative effect of low socioeconomic status on literacy. Using powerful brain imaging technology, functional Near Infrared Spectroscopy, we provide a first-time look into the developing brains of bilingual as compared to monolingual children. We show unequivocally that the age of first bilingual exposure is a vital predictor of bilingual language and reading mastery. Accounts that promote later dual language and reading instruction, or those that assert human brain development is unrelated to bilingual language mastery, are not supported by the present findings. We discuss the implications for education, teachers, and developmental brain sciences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10