Policy and practice in the education of bilingual children Essay - 1

Policy and practice in the education of bilingual children - assay ExampleThe processing of cognition has consequences that come about due to bilingualism or multilingualism. Therefore, all perennial questions concerning bilingualism revolve around the blood and connection between cardinal different terminologys in the same mind. Most tutors tend to wonder whether if multilingualism has two forms of separate systems responsible for language processing or it is a single combine system. Ideally, issues regarding whether one language aids or interferes with the other are not clear but this paper will consider addressing this issue with relevance to cognition. The complexness of the system consisting of two languages may have either losses or benefits on some areas rather than mind. This means that monolinguals and bilinguals may think differently. Evaluation of the competitory viewsStudies concerning psychology reveal that the term cognitive is becoming a confusing element when di scussing this topic. With reference to linguists, linguistics is an arm of cognitive psychology. This is because, it concerns gentlemans gentleman mind. However, you should be able-bodied to note that the faculty of language is entirely different from the rest of the faculties that concern human mind. This reveals that, the faculty of language is distinct from cognition. Furtherto a greater extent, linguistics differentiates the abstract of knowledge normally referred to as competence and the process of cognition that facilitates the actual comprehension and production of a speech often termed as the doing. Often, psychologists explore the aspects concerning the relationship between the rest of the human mind (cognition) and language. Interestingly, some models related to language competence such as the parameter setting tend to treat language as a separate knack of human mind. Further, these models seek to develop a difference wherein language competence becomes a distinct aspec t from language performance (Harris, 2005385). Fact-findings tell us that the manner in which an individual defines the relationship between cognitive processing and bilingualism depends on the approach and the ideology of the person asking the question. The frequent general manner in which people ask this question uses the normal approach whereby it is standard for people to be monolinguals (Heaton, Taylor, and Manly, 2003185). Supposedly, this approach lies on the norm that human beings should only know one language but deviating from a single language comes with a cost. Contrary to this approach is the multilingualism view, which views that human beings have knowledge of more than one language (Lorentz, 200877). In this arena, the monolingual approach has deficiencies since it lacks the natural human heritage whereby people know more than a single language. What is unclear is the overall level of loss that monolinguals have for having knowledge of only one language as well as i n their remaining mental processes (Hammers and Blanc, 2003101). Evaluation of the competing views of the relationship between bilingualism or multilingualism and cognition show that people who know more than one language, possess deficiencies in knowledge and understand in their second language (Panton, 200339). Research findings make it clear that, perhaps, it is blindingly obvious in such cases that, people who use their second language are less efficient in it (Harris, 2005388). mend compared to monolinguals, monolinguals are more critical and efficient in their native languages since their