Hakuta, Ferdman, and Diaz 1986

Hakuta, Kenji, Bernardo M. Ferdman, and Rafael M. Diaz. 1986.Bilingualism and cognitive development: Three perspectives and methodological implications. Los Angeles: University of California, Center for Language Education and Research. 61pages. Location: Dallas SIL Library 371.3 H156b. Interest level: academic.

Treats question of the relationship between bilingualism and cognitive development as an exemplary area. Can observe disciplinary concerns of

• cognitive psychology
• social psychology, and
• sociology.

Gives historical perspective of many apparently contradictory findings about the effects of bilingualism on mental development. Shows findings stemmed from failure to distinguish between different levels of bilingualism as defined by the different orientations. Discusses literature within each of the different levels and outlines implications for a more rigorous definition of "bilingualism" (abstract, page 1).

States some beneficial cognitive effects of bilingualism may occur as a result of initial struggles and experiences of beginning second language learners. May also occur as possible additional effects at the high threshold level.

• Bibliography module: Hakuta, Ferdman, and Diaz 1986
• In overview module: Bibliography (Literacy): H
• In modular book: Bibliography (Literacy), by Doris Gallemore, Trudi C. Hunt, Jeanne Swanson, and Stephen L. Walter
• In document collection: Reference materials
• In bookshelf: Literacy

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 18 May 1999

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