The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study

• Autor(es): Grigor, Iuliia
• Data: 2012
• Identificador Persistente: http://hdl.handle.net/10362/12077
• Origem: Repositório Institucional da UNL
• Assunto(s): Bilingualism; Bilinguals
• Tipo de Documento: Dissertação de mestrado
• Idioma: Inglês
• Contribuidor(es): RUN

Descrição

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtençao do grau de Mestre em Didáctica do Inglês,

In the modern scientific world, linguists have made a big buzz about the notion of bilingualism. Such a situation is the result of a persistent call of the European community for bilingualisation, which is dictated by a constant mobility of people around Europe. In order to grasp the nature of bilingualism, a vast majority of scientific papers have been published which rest upon the results of an enormous number of action researches held. But these papers deal primarily with the notion of bilingualism itself. Also, constant attempts to subdivide bilingualism can be found. If we will speak about the world of education, lots of linguists (not even practitioners) give you advice on how to foster a bilingual child. In this paper, through a detailed analysis of the relevant literature, we will try to understand what to do if you are working with children who happen to be bilinguals, what role bilingual education programs play in modern educational system, and what their objectives are. Also, how being bilingual will influence a child’s cognitive processes and their intelligence and how teachers can benefit from a child’s bilingualism. By means of an action research we will try to clarify how being bilingual will help children acquire vocabulary.