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ERIC Number: EJ862467
Record Type: Journal
Publication Date: 2009-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 102
ISBN: N/A
ISSN: ISSN-1751-2271
New Discoveries from the Bilingual Brain and Mind across the Life Span: Implications for Education
Petitto, Laura-Ann
Mind, Brain, and Education, v3 n4 p185-197 Dec 2009
We discuss the fruits of educational neuroscience research from our laboratory and show how the typical maturational timing milestones in bilingual language acquisition provide educators with a tool for differentiating a bilingual child experiencing language and reading delay versus deviance. Further, early schooling in two languages simultaneously affords young bilingual children a reading advantage and may also ameliorate the negative effect of low socioeconomic status on literacy. Using powerful brain imaging technology, functional Near Infrared Spectroscopy, we provide a first-time look into the developing brains of bilingual as compared to monolingual children. We show unequivocally that the age of first bilingual exposure is a vital predictor of bilingual language and reading mastery. Accounts that promote later dual language and reading instruction, or those that assert human brain development is unrelated to bilingual language mastery, are not supported by the present findings. We discuss the implications for education, teachers, and developmental brain sciences.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A