A Review of the Cognitive and Social-Emotional Correlates of Multilingualism: Implications for Multi-Language Learning Motivation

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-11-16 DOI:10.1007/s10643-024-01793-8

Helen Fann, Patrick Pieng, Lisa M. Soederberg Miller

{"title":"A Review of the Cognitive and Social-Emotional Correlates of Multilingualism: Implications for Multi-Language Learning Motivation","authors":"Helen Fann, Patrick Pieng, Lisa M. Soederberg Miller","doi":"10.1007/s10643-024-01793-8","DOIUrl":null,"url":null,"abstract":"<p>Extensive studies have documented cognitive and social-emotional benefits associated with bilingualism. However, past research has considered the cognitive and social-emotional benefits of being bilingual separately, despite research suggesting the convergence of these two domains. This tendency persists even for research that decenters English acquisition and focuses more broadly on benefits associated with multi-language learning (MLL). Furthermore, extant theoretical frameworks that address MLL motivation have generally failed to consider the cognitive and social-emotional benefits as motivators for pursuing MLL. Therefore, the present review synthesizes the cognitive and social-emotional benefits associated with multilingualism with the goal of making suggestions for expounding upon MLL frameworks to reflect a broader range of motivations. We suggest that motivation frameworks consider the cognitive and social-emotional gains associated with multilingualism. In doing so, frameworks have the potential to help us better understand caregivers’ and learners’ key impetuses in pursuing MLL.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"322 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01793-8","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Extensive studies have documented cognitive and social-emotional benefits associated with bilingualism. However, past research has considered the cognitive and social-emotional benefits of being bilingual separately, despite research suggesting the convergence of these two domains. This tendency persists even for research that decenters English acquisition and focuses more broadly on benefits associated with multi-language learning (MLL). Furthermore, extant theoretical frameworks that address MLL motivation have generally failed to consider the cognitive and social-emotional benefits as motivators for pursuing MLL. Therefore, the present review synthesizes the cognitive and social-emotional benefits associated with multilingualism with the goal of making suggestions for expounding upon MLL frameworks to reflect a broader range of motivations. We suggest that motivation frameworks consider the cognitive and social-emotional gains associated with multilingualism. In doing so, frameworks have the potential to help us better understand caregivers’ and learners’ key impetuses in pursuing MLL.

查看原文本刊更多论文

多语言的认知和社会情感相关因素综述：对多语言学习动机的影响

大量的研究记录了双语在认知和社会情感方面的益处。然而，过去的研究将双语在认知和社会情感方面的益处分开考虑，尽管研究表明这两个领域是趋同的。即使是那些不考虑英语习得，而是更广泛地关注与多语言学习（MLL）相关的益处的研究，这种倾向也依然存在。此外，现有的有关多语言学习动机的理论框架一般都没有考虑到认知和社会情感方面的益处，也没有将其作为学习多语言学习的动机。因此，本综述总结了与多语制相关的认知和社会情感方面的益处，目的是为阐述多语制框架提出建议，以反映更广泛的动机。我们建议动机框架考虑与多语制相关的认知和社会情感收益。这样，框架就有可能帮助我们更好地理解照顾者和学习者追求多语言学习的主要动力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field