Engaging with bilingual parents, students and teachers with little awareness of the benefits of bilingualism has initiated a search for factors resulting in the low value attached to certain types of bilingualism. Working on the hypothesis that prevalent practice is influenced more by attitudes to bilingualism rather than relevant research and pedagogical theory, this research focuses on attitudes. This small-scale qualitative study conducted with a group of London headteachers provides an insight into the attitudes to bilingualism and how they impact on policy and practice in schools with significant proportions of multilingual learners. It also raises the question if schools which claim to support multilingual students in realising their full potential can achieve that without including home languages as an integral part of learning.
We investigated the impact of a short intensive language course on attentional functions.
Recent evidence suggests a positive impact of bilingualism on cognition, including later onset of dementia. However, monolinguals and bilinguals might have different baseline cognitive ability. We present the first study examining the effect of bilingualism on later‐life cognition controlling for childhood intelligence.
Article from the Linguist, 2018. Can the cognitive benefits of ‘bilingualism’ overcome the ‘English is enough’ fallacy?
Mehmedbegovic, D. (2011) A study in attitudes to languages in England and Wales, Lambert Academic Publishing, Germany
A report by:
Mike Hanoman, Pimlico School
Dina Mehmedbegovic, City of Westminster
Institute of Education / Beijing Normal University
Conference Special Issue: Education and Citizenship in a Globalising World
Editor: Dina Mehmedbegovic
Assistant editor: Michael Merchant
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