The ability to communicate in two languages, commonly referred to as bilingualism, has always been an interesting achievement to study. This communicative competence in young children has inspired many teachers, school administrators, and researchers to identify the variety of cognitive as well as social factors that influence second language acquisition. While prior research has indicated a negative impact of utilizing two language systems at the same time, these studies have significantly contributed to understanding language acquisition for children in current practices. This thesis aims to highlight the benefits that bilingualism offers to young children emerging from diverse backgrounds into a globally connected world. Undoubtedly, teachers who embark on a variety of strategies in today’s diverse and metalinguistic classrooms help to nurture children’s academic growth and success through a variety of social and cultural learning contexts.
|Advisor:||Wilder, Paula M.|
|Commitee:||Plaisance, Michelle, Keating, Kathleen, Girardi, Jane C.|
|School Location:||United States -- North Carolina|
|Source:||MAI 82/4(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Bilingual education, Educational sociology|
|Keywords:||Bilingual classroom strategies, Bilingualism, Childhood bilingualism, Communicative competence, Language acquisition, Language development|
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