The nature of bilingualism and implications for educational psychologists.
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| Title: | The nature of bilingualism and implications for educational psychologists. |
|---|---|
| Authors: | Lauchlan, Fraser |
| Source: | Educational & Child Psychology. Jun2014, Vol. 31 Issue 2, p8-20. 13p. |
| Subjects: | Bilingualism in children, Educational psychologists, Educational psychology, Bilingual students, Children with learning disabilities, Language awareness in children, Communicative disorders in children, Education, Child services, Methodology |
| Abstract: | It has been estimated that more than half of the world's population are bilingual (Baker, 2007; Bialystok, 2001). As educational psychologists (EPs), it is important that we have a sufficiently deep knowledge and understanding of bilingualism and how this may have an impact on our practice. This paper will consider some of the principal advantages and disadvantages of being bilingual as represented in the literature. It is argued that EPs should be aware of such issues when working with bilingual children, as well as having an understanding of the cultural richness of their backgrounds, and how that may potentially have an impact on their learning, both positively and negatively. The paper will discuss the need for calibration and sensitivity when undertaking assessment work, for example, standardised cognitive assessment, and will examine some of the practical implications of working with bilingual children. Finally, the paper will consider issues surrounding bilingual children who have specific additional support needs, namely children with dyslexic-type difficulties and those on the autistic spectrum, as well as children with learning difficulties. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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