Vice Chancellor, Deccan College Post-Graduate and Research Institute (Deemed University),

Pune

ROLE OF MULTILINGUALISM IN COGNITIVE DEVELOPMENT

Author(s): PRADNYA KULKARNI
Source: Bulletin of the Deccan College Post-Graduate and Research Institute, Vol. 72/73
(2012-2013), pp. 475-480
Published by: Vice Chancellor, Deccan College Post-Graduate and Research Institute
(Deemed University), Pune
Stable URL: https://www.jstor.org/stable/43610728
Accessed: 27-01-2024 18:14 +00:00

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 ROLE OF MULTILINGUALISM IN COGNITIVE
DEVELOPMENT

PRADNYA KULKARNI

The never before migration of people of proficiencydepending on our efforts,

fromone comer of the world to another and many other factors like teaching
is increasingrapidly.This has resultedin methods,time given forlearningetc. but
the multiculturalism and multilingualism. when we acquire a language, one can
achieve native like proficiencyin that
People thoughmigratedfromtheircountry
wantto maintaintheirethnicidentity. That language3.1intendto discuss theimportant
is one of the reasons theyare knownwith theorieson thesetopics.
the 'hyphenated' 1 ethnicities.They are Basically thereare two approaches to
so well rooted in theirown ethnicityand look at Child language acquisition.One is
certainlywith their language that they behaviorist approach towards language.
don't wantto lose theirethnicidentity. This theory was proposed by Linguist
There are differentreasons why Skinner (1957) and anotheris Mentalist
people become multilingual.Immigration, approach which was proposed by Noam
education, extended family, temporary Chomsky (1977). In brief I would say
residencein anotherregionforsome time, that the behaviorist's theory believed
dislocationor simplybeing bornin a place that child learns language from the
where it is assumed thatmultilingualism behavior of the people around him/her4.
is normal2. In a country like India, The Mentalist5 approach believed that
where we have more than 400 different childrenare bornwithan inheritedability
to learn any human language. Chomsky
languages and more than 2000 dialects
of these languages, Multilingualism claims that certain linguistic structures
can't be avoided. While promotingthe which children use so accurately must
be already imprinted on the child's
primaryeducation in the mothertongue,
the importanceof multilingualismwhich mind. He believes that every child has
is need of timeis overlookedquite often. a 'language acquisition device' or LAD
which encodes the major principlesof a
There are number of theories
language and its grammaticalstructures
about Language acquisition, cognitive
into the child's brain. Childrenthenonly
development, multilingualism etc. I have to learn new vocabulary and apply
would like to pointout herethedifference
the syntacticstructuresfromthe LAD to
between language acquisition and
form sentences. This device, according
language learning. When we learn a to Chomsky,wears out over time,and is
language we can achieve a particularlevel
3. Dhongde Ramesh, (2006) Bhasha ani
1. Mathilda Holzman,(1997).TheLanguageof
Dilipraj
bhashavijñal, Pune.
Prakashan,
Blackwell
Children, Publishers,
p.213 is alsoknown
4. Thistheory as Environmentalist
2 . EllenBiałystok, indevelopment,
Bilingualism theory.
P.6. is alsoknown
5. Thistheory as nativist
theory.

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476 Bulletinof theDeccan College 72-73 (2012-2013)

notnormallyavailable by puberty6. Genie interactionwith a care-giverto develop

- the American wild child - provided language. In these theories, mainly
evidence thatlanguage cannot be learned differentstages of language acquisition
after puberty7.In 1970, social workers were discussed. David Crystal identified
took custody of a 13-year-oldchild who five stages, Jean Aitchison identified
had spent much of her life chained to a three stages and Piaget identifiedfour
pottychair in herbedroom. She could not stages of language acquisition.In all these
speak, walk, or respond to otherpeople. differenttheories,it is commonly stated
She was called "Genie." Her case attracted thatfirstthe child learns the lexicon (i.e.
psychologists who were interested in the vocabulary) then morphologyof the
findingout whethershe could still learn language, thensyntax(i.e. the grammar),
to speak. At the time, some linguists, phonology then in the end Pragmaticsof
led by MIT's Noam Chomsky,believed the language is learnt. All this process
that human speech is a genetically seems verydifficult to understandbut it is
programmed ability. Eric Lenneberg, a carriedout witha greatease on thepartof
neuropsychologist, agreed withChomsky thechildrenby the age of 4yrs.
and added further thatif a person did not After this basic
discussion on
learn to speak by adolescence, then the let's talk about
Language acquisition
naturalabilityto learn language mightbe What
Multilingualism. exactly is
lost forever.This theorywas the so-called
multilingualism?Here with the use of
"criticalperiod hypothesis."8 the termMultilingualismI mean to say-
None of these theories solely could 'The use of two or more languages in
satisfythe questions in the minds of the speaking to some level of proficiency
linguists. is multilingualism'10. A multilingual
Putting these two theories together person is called a polyglot." People
many more theories were put forth. having concern with the development
One of these theories is Integrationist of the children- parents, teachers have
the questions in theirmind that 'will the
theory9which statesthatChildrenrequire
experience of learning two languages
lead to either cognitive or linguistic
6. Thediscussion aboutthelevelofproficiency
gettingaffectedby the age of language confusion?' In Indian education system,
learning.P.365,Ben Ambridge,Elena we follow the three language pattern;
V.M.Lieven (2011), Child Language the studentshave to learn 'other tongue'
acquisition, Contrasting theoretical along with the 'mother tongue'. On
Approaches,CambridgeUniversitypress. the one hand education system expects
7. http://www.feralchildren.com/en/showchild.
children to be multilingual and on the
php?ch=genie
8. BenAmbridge, ElenaV.M.Lieven 1 1
(20 ), Child otherhand, the issue 'Mother tongue or
Language Contrasting
acquisition, theoretical other tongue for primary education?'
Approaches, CambridgeUniversity press,
P.363.
10. Bloomfield- tohimbilingualism
According is
9. Jerome (1983),Child'stalk: learning
Bruner,
to use language,OxfordUniversity Press, native
like over
control two languages.
Oxford. 11. Poly=many inGreekandglot-languages

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Role of Multilingualismin cognitivedevelopment 477

is commonly discussed. Numbers of Katherine Nelson (1996)15 studied

experiments were carried out by the child's cognitive development from
linguists regarding multilingualism biological foundation, cultural context,
and cognitive development. There are mental constructionand social influence.
number of scholars who have studied Accordingto her,language is the catalyst
multilingualismwith theirown point of of cognitivechangeduringearlyto middle
view. Some of theworks I have consulted childhood16.Four yearsis theage at which
are by Macnamara(1966), Katherine a new level of knowing emerges. Before
Nelson (1996) ,Vivian Cook (2001), Ellen four years, children may get confused
Białystok(2001) , JamesP.Cumminsetc. easily, but they can overwrite; erase
Macnamara(1966)12 reviewed in somethingfromthememoryveryeasily17.
detail 77 studies published between According to Katherine, Language is
1918 to 1962. These studies were the key. The representationin language
based on children's bilingualism.The changes thecognitivesystemdramatically
linguistic assessments included tests duringthe age period of 4 yrsand above.
of vocabulary, spelling, reading and I would like to bring it to your notice
that four years is exactly the age when
grammatical complexity. He concluded
thatthebilingualshave a weaker grasp of children starttheir schooling. Language
language than monoglots13.The reasons teaching,methodsof it and effortstaken
at thisstage are goingto help thecognitive
given by him forthis situationwere- (1)
Linguistic contrast creates interference developmentof thechildren.
especiallyforhighlydivergentlanguages14 Linguist Vivian Cook (2001) while
i.e. while learningtwo languages which discussing multilingualism says, 'A
hardlyhave any similaritywitheach other personwho speaks multiplelanguageshas
(i.e. languages from differentlanguage a stereoscopic vision of the world from
families) may cause confusion amongst two or more perspectives,enabling them
the children.(2) Cultural assimilation is to be more flexiblein theirthinking,they
verycrucialforlanguage learningand that learn reading more easily. Multilinguals,
was rarelypresentfor these children(3) thereforearenotrestrictedto a singleworld
Language models are often inadequate. view but also have a betterunderstanding
Opportunitiesto learn were less and (4) that other outlooks are possible. Indeed,
Time available to learn any language this has always been seen as one of the
was less forthe children.Consideringthe main educational advantages of language
reasons Macnamara has given, we can
say thatthese thingscan be taken care of 15. KatherineNelson, (1996), Languagein
while teachingany language. cognitivedevelopment,
Cambridge
University
Press.
12. Ellen Białystok,(2001), Bilingualism in 16. KatherineNelson, (1996), Languagein
development,Cambridge Universitypress, cognitivedevelopment, University
Cambridge
P.59,. Press,P.3.
13. Ellen Białystok,(2001), Bilingualism in 17. KatherineNelson, (1996), Languagein
development,
CambridgeUniversity P.31.
press, cognitivedevelopment, University
Cambridge
14. Lado,R,(1957),Linguistics
acrosscultures. Press,P.331.

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478 Bulletinof theDeccan College 72-73 (2012-2013)

teaching"8.Thus we can say,multilinguals than theirmonolingualpeers. If children

can expand theirpersonalhorizons. are exposed to more than one language
Ellen Białystok (2001)" studied in their formative years of cognitive
the Language, literacy and cognition development,theydevelop betterthinking
togetherand in her work 'Bilingualism capacity. They get exposed to different
in Development' states a few important culturesand so greaterlevel of tolerance
and open-mindedness is developed in
points. According to her research, the
them.The ideas are inculcatedin children
bilinguals may have differentlevel of
proficiency in each language20. These e.g. all people, languages and culturesare
children excel in problems requiring equal in value and dignityand no language
control of attention.The reason is they is superiororinferior to others.Culturaland
is
linguisticdiversity somethingpositive
need to focus on differentlanguage forms
whichdoes notresultin disadvantages,but
their
to differentiate two language codes.21
is somethingto enjoy and cherish!
James P.Cummins22in his work on
Based on thisresearch,an experiment
language development says 'foreign
was carried out in Jnana Prabodhini
language learning enhances children's
understanding of how language itself Navanagar Vidyalay,Pre primaryschool.
works and their ability to manipulate Questionnaire was designed for the
childrenin Sr.Kg. (4.5 yrs).
language in the service of thinkingand
problemsolving'. The English medium studentswere
The linguists have proved that selected forthis experimentwho already
childrendon't get confusedwhile learning know threelanguages Marathi,Hindi and
two languages at a time in early age. On English. Germanwas introducedto them.
childrenget benefited23.
the contrary, The Aftersix monthsof trainingin German,

multilingual children understand better Questions in thequestionnairewere asked

to them.

18. Cook, Vivian J. (2001) Requirements

for a multilingual model of language QUESTIONNAIRE
production.Retrievedfrom homepage, 1. Name
ntlworld.com/vivian. c/Writings/Papers/
RequirementsForMultilingualModel.htm2. Mothertongue Father
19. Ellen Białystok,(2001), Bilingualism in tongue
development,Cambridge University press. 3. Problem- solution(Intention-to test
20. R60,EllenBiałystok,(2001),Bilingualism in
the problem solving capacity and
development,Cambridge University press.
21. R151, EllenBiałystok, in number of solutions suggested. A
(2001), Bilingualism
development,Cambridge University press. problem was given and the solutions
22. CumminsJamesP., (1981), The role of were recorded)
Primary development
language 4. Concept-What comes to mind
23. SuzanneRomaine, (2004) Researcharticle (Intention- to test how differently
'BilingualLanguageDevelopemenť in Kate
SushieDobbinson andPatrick Griffiths theycan think.A thingwas suggested
Trott, and what comes to their mind was
(ed.) TheChildLanguageReader, Routledge,
NewYork,P.303. recorded)

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Role of Multilingualismin cognitivedevelopment 479

5. Synonyms- (Intention- to test how • Have two or morewords foreach idea

many alternative words they have or object.(They understandvery well
in their mind. Two things with an thatthe 'desk' is not a desk but a four
action was shown and the words they legged, piece of furniture with a flat
suggestedwere recorded.) surface)
6. Antonyms- (Intention- to test the • Be more sensitive to the needs of
concept of antonymyin their mind, listeners
two concepts were shown with • Have a betterthinkingcapacity
miming and their responses were • Be open minded.
recorded)
• Get encouraged to become global
7. Ways of communication-(Intention-
about
citizens who are self-confident
to test what ways of communication
theiropinions and yetflexibleenough
they can thinkof. A situationtelling
to bridge the gap between different
that 'you want to convey something'
cultures.
was given and whatwill you do? Was
asked. The answerswere recorded) • Grow up with differenta language
8. Open mindedness-(Intention-to test which sharpens sensitivity for
different cultures, enhances brain
how limited their world is. Some
power and increases learningability.
questionslike -
( 1) whatdo you like to eat?, (2) names
and people (includingcharacters)you Based on this experimentand theories,
I would like to state that the cognitive
like, (3) I'm writinga story.There
are threebrothersin the story.One is development of the children doesn't
Jack.Name the othertwo, (4) where get affected by multilingualism.
would you like to go in a plane Multilingualismplays vital role in the
a
cognitive development of the children.
Were asked and the responses were
The child should be exposed to as many
recorded)
languages as possible (with the help
9. Colour terms(Intention- to testtheir of proper language teaching methods)
capacityto analyse,differentcolourful
in the formative years of cognitive
objects with littledifferentin shades
were shown and colour names were development irrespectiveof the medium
asked and theanswerswere recorded) of education.Thereis a veryfamousquote
by PhilosopherLudwig Wittgenstein 'The
10. Embedded figure test (Intention-
limit of my language means the limits
to test their selective attention.
Embedded figurewas shown and the of my world'. It is duty of the parents,
number of figuresthey could figure teachers and educationiststo provide the
out was recorded) children with all possible facilities to
help themgrow widen theirhorizonsand
The responses were recorded by the become the 'global citizens'.
teachers.Based on therecordedresponses
following points were observed. By
making children multilingual we give
thema chance to -

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480 Bulletinof theDeccan College 72-73 (2012-2013)

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2 Chomsky Noam LanguageandMind, HeinemannEducational 1972
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E.(Eds.)) Languagein
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4 DhongdeRamesh Bhashaani bhashavijnãnl DiliprajPrakashan, Pune. 2006
5 DonaldM. Origines ofthe modern mind : CambridgeUniversity 199 1
threestagesintheevolutionof press,Cambridge
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Holzman ISBN 1-55786-517-5 GreatBritan
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Language cognitive Newyork,Cambridge 1996
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mediatedmind, Cambridge.
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Romaine LanguageDevelopemenť in
KateTrott, SushieDobbinson
andPatrickGriffiths (ed.) The
ChildLanguageReader,
14 JeromeBruner Child'stalk: learning to use OxfordUniversity Press, 1983
language Oxford

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