Abstract
This chapter mainly discusses from neuro-linguistic and cognitive perspectives how bilinguals deal with their two or more languages in their brain. The author first presents different models to illustrate the functioning of bilinguals in their brains, namely the model of modular on-line growth and use of language (MOGUL), the developmental bilingual interactive-activation (BIA-d) model, and multilingual assessment for narrative (MAIN). The author then compares first language and second language acquisition and how age factors may affect heritage language learning. Finally, the author discusses cognitive distortion that may be faced by monolinguals and crosslinguistic influence and language attrition that may be faced by bilinguals.
Reference28 articles.
1. BakerC.WrightW. E. (2017). Foundations of bilingual education and bilingualism (6th ed.). Multilingual Matters.
2. Order of acquisition and developmental readiness;K.Bardovi-Harlig;The handbook of educational linguistics,2010
3. BarjestehH.ArdestaniE. M.ManoochehrzadehM.HeidarzadiM. (2022). Trands in second language acquisition. Society Publishing.
4. Developing Narrative Comprehension
5. (1726-1729). Craik, Bialystok, & Freedman (2010). Delaying the onset of Alzheimer disease: Bilingualism as a form of cognitive reserve.Neurology, 75(19).