Pages: 199-209 | DOI: https://doi.org/10.55086/PRFCMCX199210

The approaches and processes that characterize language learning in the field of „bilingualism” have undergone drastic changes over the past half century. Generally, part of the old position that bilingualism is harmful to the speaker. There is some consensus that, under favorable circumstances, the use or mastery of two or more languages can have a positive effect on social and cognitive aspects of human development. Many studies, conducted before 2009, stated that bilingualism caused harm to the child’s development. These studies ignored the qualitative biographical data that indicated the advantages of bilingualism. Moreover, in these studies it is noted the lack of adherence to a correct and exact methodology, such as: a comparison of bilingual subjects with monolingual subjects of different socio-economic status. It is evident that researchers then proceeded from the assumption that bilingualism is the property of immigrants only without language tests or a clear definition of bilingualism. This position changed, Cummins (2005) argues, when Canadian researchers Lambert & Peal pointed out the methodological shortcomings of many of the early studies that had been done on second language acquisition.

Information about the author:

Hanna Wittman. Israel. Moldova State University. ORCID: 0000-0000-2438-1626