bilingualism and congintive abilities-en

Bilingualism and Cognitive Abilities

Optimizing academic and extra curricular activities for elementary school students

Seminar Agenda• Introduction• Bilingualism• Standard educational curriculum in lower grades of US elementary

schools• Extracurricular activities• Weekly planning• Motivation• Intervention Methods• Questions and Anwers

Introduction• Marjola Roshi, MA, CAGS, NCSP, Ed.D Candidate• Licensed School Psychologist in Massachusetts, New

Hampshire, Rhode Island, Connecticut, Vermont, Maine, New York, Florida• Member of Massachusetts Association of School

Psychologists• Member of National Association of School Psychologists• Over 10 years of experience working with kids with

multi-lingual and multi-cultural backgrounds• Languages: Albanian, English, Italian, Russian, Spanish

Cognitive Abilities(IQ) Basic Facts

Measured using the intelligence coefficient(IQ)

New research has shown that IQ can vary widely, especially when the person experiences appropriate educational load throughout

childhood

Previously, IQ was considered to be static throughout the life of a child

BilingualismBasic Facts

Schools are increasingly implementing bilingual education due to benefits identified in these

studies

Usage of two languages for communication

Increased amount of research on the subject matter in the last 20 years

BilingualismBenefits – Executive Functioning

Higher-Level thinking

Improved attention

Improved cognitive resiliency/inhibitio

n and switching between tasks

More effective control and

functionality under duress

Improved spacial working memory

Improved functioning in multitasking operating

environments

BilingualismBenefits – Social Functioning

Delays dementia in old age

Improved understanding and functioning in social environments

Enhanced abilities to learn another language

BilingualismNegative Effects

Reduced expressed vocabulary in the initial stages of learning

Conceptual vocabulary is developed as well or better than in monolingual peers in the same age group

Code MixingUnintentional switching between languages

BilingualismMyths

Multi-lingual children are more likely to have language difficulties and disorders

Bilingualism DOES NOT increase language difficulties and disorders

This is a common perception in parents primarily due to delays in initial speech and reduced vocabulary in early development

Research has shown that this perceived difference in vocabulary is eliminated when measuring conceptual vocabulary

Petitto & Holowka, 2002

Paradis, Genesee, & Crago, 2010

Marchman et al., 2010

Anaya, 2013

BilingualismMyths

Learning in two languages confuses children and reduces their cognitive abilities

Correctly developed bilingualism improves mental flexibility, auditory reception of language, and accelerates development of linguistic abstractionism

Research has shown that when children received 50% of education in their native language through 6th grade, they performed better then their peers who were educated in English only

Hakuta, 1986

Albert & Obler, 1976

Ramirez, 1991

Collier, 1995

Cummins, 1994

Simultaneous education in two languages reduces scholastic achievement

BilingualismMyths

Children can always learn the language later and achieve the same level of fluency

Research has shown clear benefits of simultaneous bilingualism over sequential bilingualism

Lew-Williams & Fernald, 2007, 2010

Increased vocabularyImproved grammar

Children who learned their native language as a second language demonstrated difficulty in learning and proper usage of proper conjugations

Children learning their native language simultaneously with English were able to easily use proper conjugations and endings

Improved real-time language processing

Bilingualism and Cognitive AbilitiesAchievement Trends

Students learning in both native and English language simultaneously demonstrated higher English reading performance than those who learned only in English

Students that withdrew from or did not participate in bilingual education programs demonstrated much lower English reading performance

Planning Extracurricular ActivitiesElementary school standards

Elementary school students spend 6-7 hours per day in school

Classes are broken up in throughout the day so that the child’s educational load was mixed with art, sport, or active rest periods

Planning Extracurricular ActivitiesUnderstanding the limits

Optimal load is DIFFERENT AND INDIVIDUALIZED for every child

Parents must determine the main direction of extracurricular activities: Academics, Sports, or Art

Constantly monitor performance in schools in order to CORRECTLY PRIORITIZE extracurricular activities


AcademicsEnsure you have correct understanding of your child’s strengths and weaknesses

Verbal or perceptual reasoning (Social Sciences versus Exact Sciences)Social emotional vulnerabilities (Shyness, Overly Pleasing, Afraid

Executive functioning concerns (Attentiveness, concentration)

Limit sports to 1-2 days per weekProvide free active play time every dayPlan social networking events or playdates once a week


Mix cognitive activities with ones more physical/entertaining

For example, Russian language arts with arts and crafts

This time does not count as available/free time as the child does not have the opportunity to choose an activity

Schedule athletics in the middle of the week to provide the child with the opportunity to rest the mind

When determining the child’s load, count all travel time as busy time

Academics


Ensure you have correct understanding of your child’s strengths and weaknesses

Which activity they have higher proclivities towards: Soccer, Swimming, Art, Dancing

Athletics/Art


Social emotional vulnerabilities (Shyness, Overly Pleasing, Afraid

Executive functioning concerns (Attentiveness, concentration)

Limit academic extracurricular activities to 1-2 days per weekProvide free active play time every dayPlan social networking events or playdates once a week

When planning extracurriculars, ensure to rotate academic with physical activities

For elementary schools students, extracurricular activities should not exceed two hours per day

The load should progress with age and cognitive development


Planning Extracurricular ActivitiesExample of a weekly plan with maximum

loadDate Date Date Date Date Date Date

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday6:30-7:00 Wake up, hygiene, get

dressedWake up, hygiene, get dressed

Wake up, hygiene, get dressed



7:00-7:30 Breakfast Breakfast Breakfast Breakfast Breakfast

7:30-8:00 Arrival At School Arrival At School Arrival At School Arrival At School Arrival At School Wake up, hygiene, get dressed

8:00-9:00 Math Math Math Math Math Breakfast

9:00-9:30 Social Studies Social Studies Social Studies Social Studies Social Studies Travel to Sunville

9:30-10:00 P.E./L P.E./L P.E./L P.E./L P.E./L Русский

10:00-10:34 Writing Writing Writing Writing Writing Русский

10:34-11:04 Lunch Lunch Lunch Lunch Lunch Шахматы

11:04-11:30 Writing Writing Writing Writing Writing Шахматы

11:30-12:00 Reading Reading Reading Reading Reading Обед/Перемена

12:00-1:00 Reading Reading Reading Reading Reading Живопись

1:00-1:30 Art Music P.E. Media Guidance Я познаю мир

1:30-2:00 Science Science Science Science Science Я познаю мир

2:05-2:15 Dismissal from School Dismissal from School Dismissal from School Free time Dismissal from School Travel to Piano

2:15-3:15 Free time Free time Free time Espaňol Free time Piano (2:30-3:00)

3:15-3:40 Free time Free time Free time Free time Free time Travel Home (3:00)

3:15-4:00 Travel to Sunville Travel to Sunville Travel to Sunville Travel to Dance (3:40) Free time

4:00-5:00 Русский Piano (until 4:30) Русский Dance Free time

5:00-6:00 Шахматы Swimming (5:30-6:00) Theater Dance (until 5:30) Swimming (5:30-6:00)

6:00-6:30 Travel Home Travel Home Travel Home Travel Home Free time

6:30-7:00 Free time Free time Free time Free time Free time

7:000-7:30 Dinner Dinner Dinner Dinner Dinner

7:30-8:00 Homework/Reading Homework/Reading Homework/Reading Homework/Reading Homework/Reading

8:00-830 Free time Free time Free time Free time Free time

8:30-9:00 Get Ready for Bed Get Ready for Bed Get Ready for Bed Get Ready for Bed Get Ready for Bed Get Ready for Bed Get Ready for Bed

Notes

MotivationImpacting factors

Motivation depends on several main factors:

I. Personality compatibility between the child and the parent

II. Parent’s ability to properly identify and understand intrinsic and extrinsic motivational factors of the child

III. Emotional intelligence and resiliency of the child

MotivationMain Approaches

Four main approaches to motivation

I. Focuses on reasons or purposes students perceive for achieving

II. Promotes the reasons individuals attribute to events can determine how they behave in the future

III. Need achievement and self-worth motivation

IV. Self-determination through parents and teachers

Usage of these approaches is determined by the factors discussed previously

Behavior managementMain Approaches

Self-regulatory behavior can be enhanced with appropriate behavioral management and training from parents

I. Establish a respectful parent-child relationshipi. First be the parent, then a friend

II. Your behavior as a parent serves as an example for the child

i. No Double Standards

III. Use clear language and categorize behavior in two to three categories

i. Appropriate, expectedii. Inappropriate

Provide CLEAR AND CONSISTENT consequences for positive or negative behaviors

I. Honest praise for good behaviori. Never bribe the child

II. Positive behavior reinforcementi. Child preferred quality time with parent

ii. Do not provide a preferred activity and keep promises to a minimum)ii. Not the same as “take away” (if the child does not listen, do not provide with

preferred activity)

III. Provided the child with guided choices about free activities or choresi. Cleaning and organizing their room is the child's responsibility

i. It is not a choice, but a given, and it helps the child with learning the concepts of responsibility, pride of achievement/job well done, and planning and organization

Behavior managementMain Approaches

How can you help?

I. Enrich both languages irrespective of the dominance level

II. Provide high level mediationi. Parent and teacher mediation models that enhance guided participation help

children reach higher level of thinking, executive functioning and social relations

i. Enrich vocabulary by explaining them the meaning of the words on daily basisi. Transformation-change of from…what happens when a caterpillar becomes a

butterfly?

III. Use of open ended questions – Who? What? When? Why? How? – instead of guided answers increases the child’s comprehension and thinking abilities

ii. Enrich Conceptual Formulation by helping the child draw connections between old and new knowledge

i. Learning – absorption of information and accessing it as neededii. Expand: absorption of information using words and being able to use the

information verbally in the future

Furstein, 1980

Example:

Example:

Questions?

Contact InformationTelephone: 617-820-8198

Email: [email protected]

https://www.facebook.com/marjola.rubinshteyn

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