Cognitive Thinking Scaffolds

The need for bilingual education is not directly related to the need for the student to have a more pleasant learning experience, but based more on the increasing need for these individuals to learn about their heritage, how they can present themselves to others in different scenarios, and being knowledgeable in both languages at a dual equivalence. The key

In my opinion bilingualism plays a major role in the educational development of children. This is because research has shown that children who are fluent in their home language are more successful in learning a second language. Furthermore, being bilingual offers greater sensitivity to language, more flexibility in thinking and better ear for listening. It also improves a child’s understanding for the native language. Moreover, knowledge of other languages increases a career of opportunities offering several job options.

“Cognitive functions can be defined as cerebral activities that lead to knowledge, encompass reasoning, memory, attention, and language that leads directly to the attainment of information and, thus, knowledge” (What are cognitive functions). Many students at Doulos are unaware of the benefits of knowing two languages. Ironically students also don’t know that their own brain and its skills are improving because of their second language. Doulos teaches classes throughout the whole day in both English and Spanish. Students are regularly changing between languages and their brain is always active with both languages. “This constant practice strengthens the control mechanisms and changes the associated brain regions” (Marian, Viorica, and Anthony Shook). People who are bilingual are capable of switching between tasks more efficiently. “For example, when bilinguals have to switch from categorizing objects by color (red or green) to categorizing them by shape, they do so more rapidly than monolingual people, reflecting better cognitive control when changing strategies on the fly” (Marian, Viorica, and Anthony Shook). Students’ cognitive and sensory process skills are more developed due to being bilingual (Marian, Viorica, and Anthony Shook). These improvements allow students to better process and understand information in different environments, thus leading to better

Over the years, bilingual education has involved teaching children academics in two different languages so they may become competent learners and be successful at acquiring English. Before 1968, bilingual education was not a required course in American schools, but instead as a voluntary program. This changed in 1981 when a lawsuit was brought against the state of Texas that resulted in the requirement of bilingual education programs in elementary schools as English as a second language (ESL) program, bilingual programs in post-elementary grades through eighth grade, and ESL programs in high school. This type of education has been a hot topic for the state governments of the United States, debating whether to keep in the curriculum of schools. Many asking themselves, why should we to provide bilingual education for these students? What will students gain from this type of education? Studies have shown there are benefits that range from cognitive ability, educational advancement, to employment opportunities with a bilingual education, while the critics label it as a “failed experiment” that costed a whole lot of money and years to maintain a basic foundation in the second language. Although the cost is hefty for this exploration of a new language and is time consuming, the cognitive abilities, educational advancement, and employment opportunities greatly outweigh these opposing factors.

As a 3rd grade educator, I pride myself in incorporating professional principles in to my curriculum. By infusing small groups into my lessons daily, aids in targeting the specific needs of all my students. I have researched two small groups instruction in which I will utilize in my classroom. The small groups’ instructions are quick thinks and cognitive scaffolding. Quick thinks examined by Cooper and Robinson (2014) are types of classroom evaluation in which the instructional and other performance configurations are interposed by inquiries or subjects that oblige students to process data independently or in sets or groups. Cognitive scaffolding conversely, is a type of bolster briefly offered by educators when presenting additional material

Self-regulation is the ability to stay calmly focused and alert. Zimmerman’s (2000) social cognitive model of Self-Regulated Learning (SRL) provides framework to understanding relationships between an individual’s effort and their social experience. In essence, self-regulated learning allows students to be in control of their own learning processes (Zimmerman, 2013). They are in the driver’s seat of how they learn. Many researchers are in agreement that self-regulated learning is beneficial for all students, and particularly beneficial for students with learning disabilities. The literature on the topic shows successful students with learning disabilities report that using self-regulated learning strategies accounted for most of their success in school.

The term bilingual involves being proficiency in a second language; this implicates being able to communicate efficiently face to face as well as in wringing. At the beginning the second language learner has the ability to understand, following by short verbal phrases; the academic aspect develops at a later stage when the student is more advanced or if the student has chosen to peruse the academic aspect of the foreign language. Being bilingual academically is to know general words and concepts used in many subjects to analyze evaluate or summarize, as well as words and strategies specific to a subject.

Researchers who study self-regulation suggest that learners who set goals, enlist cognitive and metacognitive strategies, and manage their learning environments are more likely to display higher task motivation and to experience academic success than those who do not (Klassen , Krawchuck, Lynch, & Rajani, 2008). Other research claims that academic self-efficacy also is a predictor of future academic performace when academic self-efficacy is also operationalized as study skills and behaviours (Putwain, Sander, & Larkin, 2013). While other researchers claim that it is the feedback which affects the self-efficacy, the majority agree that it is the changes in the study skills which will produce the greatest change. Students with disabilities do

On the other hand bilingual individuals should have enhanced processes such as increased cognitive flexibility, inhibition along with increased competence in updating information in the working memory (Miyake et al., 2000; Bialystok, 2009). Multiple researches and studies have indicated bilingual children gain the ability to attend to new features and switch criteria for sorting decisions while ignoring misleading distraction from meaning, earlier than their monolinguals (Ben-Zeev, 1977, Bialystok, 1999; Bialystok, 2010; Bialystok & Martin, 2004). Additionally, bilingual children have been shown to perform significantly better than monolingual children on metalinguistic tasks that require controlled attention and inhibition (Carlson & Meltzoff, 2008; Bialystok, 2009; Costa, Hernández, Costa-Faidella, & Sebastián-Gallés, 2009; Kovács & Mehler, 2009 and Bonifacci, Giombini, Bellocchi, and Contento, 2011). That said, Bialystok, Craik, and Ruocco (2006) and Bialystok (2006) found that these differences were not as statistically noteworthy in undergraduate university students. This seems to indicate that the functions under discussion may only be significantly different during childhood hence the bilingual child may learn these functions earlier than the monolingual child.

It has been found by Barnard-Brak, Lan, and Paton that “individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors

As time has progressed, a new era of multiculturalism has arisen and with it has come the ability (or requirement) to learn more than one language, or in other words, becoming a bilingual or multilingual individual. However, with this new trend, controversy has arisen as to how this affects performance in terms of cognitive abilities. The purpose of this essay is to find out to how bilingualism affects cognition and whether or not the effects are positive. Cognitions is the term used to describe the process of knowing, reasoning and remembering. Many researchers have set out to solve this contentious mystery. For years, it was believed that a bilingual individual meant that one was at a disadvantage when compared to their monolingual

Language is one of the most beautiful techniques that humans have developed. Language allows us to communicate among each other; we can share and understand our and others’ feelings, opinions, and ideas. Because humans are imperfect, we have made language difficult because we have created multiple languages. With lots of language around the world, it is difficult to share, understand, and connect each other feelings, opinions, and ideas. Bilingual students can break this barrier with their culture and schools. Bilingualism breaks the language barrier and opens more opportunities, different views, and better relationship. The world needs to encourage students to learn more languages to give the students become open-minded for the better

Bilingual education is the teaching of a native language providing a better understanding of different cultures and a more meaningful education. In the article “The Education Effectiveness of Bilingual Education”, Rossell and Baker stated, “Bilingual education is the use of the native tongue to instruct limited-English-speaking children”, later explaining that this concept in widely used in public schools in the United States.

The first and one of the most heavily researched issues in dual language development is the relationship between bilingualism and cognition.

The term bilingualism refers to the ability of knowing and delivering more than one language. Throughout the years society has evolved and developed in such a way that the majority of the world is now multilingual. Once a up on a time bilingualism was considered harmful to one’s development and IQ. This happened at the beginning of the century, haw ever since then we have conducted numerous researches studies that proves this wrong. Today bilingualism is often seen as a brain-sharpening benefit, a condition that can protect and preserve cognitive function well into old age.