ERIC Number: ED528066
Record Type: Non-Journal
Publication Date: 2011-May
Abstractor: As Provided
Reference Count: 0
Bilingualism and Cognition: Informing Research, Pedagogy, and Policy
Garcia, Eugene E.; Nanez, Jose E., Sr.
In the United States, approximately 7% to 10% of children are raised in bilingual households. Despite inherent advantages to bilingualism, some bilingual children experience a significant lag in academic success relative to other groups. Bridging the fields of cognitive psychology and education, this volume presents research-based knowledge on language acquisition and learning to leverage the strengths and achievements of bilingual children. By understanding the neurocognitive mechanisms of the bilingual brain and the need for socioculturally inclusive pedagogy, educational researchers and practitioners can better serve this rapidly growing population. An index is included.
Descriptors: Academic Achievement, Cognitive Psychology, Research, Language Acquisition, Bilingualism, Brain, Child Development, Inclusion, Sociocultural Patterns, Cognitive Development, Cognitive Science, Cognitive Processes, Developmental Psychology, Bilingual Students, Educational Environment, Educational Practices, Best Practices, Intelligence, Educational Assessment, Theories
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Publication Type: Books; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: American Psychological Association