RUNNING TITLE: BILINGUALISM AND COGNITION: A REVIEW OF A METALINGUISTIC TASK OF PHONOLOGICAL AWARENESS IN BILINGUAL

Certain aspects of meta-linguistic awareness are known to be essential for bilingual children’s literacy acquisition. Phonological awareness is one of these skills. Beginning with a discussion of a pivotal developmental research model of control & analysis of cognitive skills in bilinguals, this review will discuss several studies that explored phonological awareness in bilinguals who knew different languages. Presented herein also are the author’s own observations about what needs to be studied further in the field of cognitive development and bilingualism, which can add to the existing knowledge base about a specific metalinguistic skill for language acquisition: phonological awareness. Implications of bilingualism are also discussed in the context of bilingual advantage and its impact on bilingual literacy. BILINGUALISM AND COGNITION 3 “Knowledge of language is knowledge of a nonphysical system with infinite combinatorial possibilities”. Damon and Lerner, 1998, p. 366. Bilingualism in early childhood and its effect on the cognitive development of bilinguals has been studied from various perspectives in language development and related research literature. It is the capacity of language to represent knowledge that is responsible for its medicating effects on cognition (Homer, 2002). Drawing from the theoretical evidence presented in the research studies of Bialystok (2001), this review highlights the research findings related to three research questions about bilingualism in this thesis. These questions are following: a) What is the effect of bilingualism on metalinguistic skill of phonological awareness? b) Do bilingual children differ from monolinguals (in specific language-wise from other bilinguals), in their language proficiency due to higher metalinguistic level, because phonological awareness skill is more developed in them across different languages? c) Whether literacy in bilinguals is positively influenced due to their bilingualism? In specific, how does language skills transfer in metalinguistic ability of phonological awareness might be viewed as a factor contributing to an improvement in early language acquisition during literacy learning? Then, a discussion about possible bilingual advantage, in the context of metalinguistic knowledge in literacy learning and language acquisition will be presented by exploring specific research findings on phonological awareness, as this construct has been studied in bilinguals. BILINGUALISM AND COGNITION 4 In her article on acquisition of literacy in bilingual children, Bialystok (2002) states that, “if phonological awareness transfers across languages, then bilingual children who speak languages that differ in their accessibility to phonological structure may benefit by transferring metalinguistic understanding of one language to their other language” (p. 185). In other words, a question is formed: Does phonological awareness transfer across languages? In answering the main research questions in this review, this question will be addressed as well. The paper is divided into multiple sections for different languages that were selected to make sense of the existing data from research literature, as it described the advantage or no advantage in bilingual children who speak their particular native languages and also learnt English or another language as their second language. Therefore, restriction to one particular set of languages, first language (L1s) and second languages (L2s) is not followed while collecting relevant research articles to review in this paper. Both character and alphabetic languages are included to get a fuller view of the extent to which phonological awareness does seem to have a bearing on bilingual children who speak more than one language. BILINGUALISM AND COGNITION: METALINGUISTIC SKILLS Metalinguistic Skills: Phonological Awareness. Metalinguistic skills refer to those cognitive skills, which allow conscious thought about language. Phonological awareness is one such metalinguistic skill. It is the ability to identify sounds that comprise words in language. The construct of phonological awareness has been explored in a variety of ways and from very different research perspectives and theoretical hypotheses (Byrne and Feilding-Barnsley, 1991; Poskiparta, Niemi, and Vauras, 1999; BILINGUALISM AND COGNITION 5 Huguet, Vila, and Liurda, 2000; Goetz, 2003; Yamashita, 2002; and Nathan, Stackhouse, Goulandris, and Snowling, 2004). In defining phonological awareness, Castles and Coltheart (2004) stressed the importance of both phonological and awareness by the following: “The “awareness” component of the term is as important to the definition as the “phonological” component, for the skill is proposed to involve, not simply unconsciously discriminating speechsounds, but explicitly and deliberately processing and acting upon them”(p.78). This is the purpose of the present article i.e., to highlight the existence of a certain cognitive capability of phonological awareness as a metalinguistic skill, which might be partially responsible for better language acquisition, cross-linguistic competency and literacy learning in bilingual children. Once this is ascertained, then we can move towards identifying the precise qualities that should be present in the cognitive armamentarium of a bilingual child for her to excel in language acquisition literacy learning, since she already has the advantage of being bilingual. In one study by Dreher and Zenge (1990), metalinguistic awareness was found to account for as much variance in reading comprehension in fifth grade as in third grade. In this longitudinal study, children’s metalinguistic performance was monitored in three ways, including their understanding of reading as a meaning-gathering process, their ability to identify language segments (letters, words, sentences), and their ability to define instructional terms that were used in class. All of these implied evaluation of children’s ability to think about language as they shift from learning to read in third grade to reading from text in fifth grade. This is identified as a crucial stage from a cognitive skills’ developmental hypotheses’ perspective. Furthermore, this study was successful in BILINGUALISM AND COGNITION 6 showing that “first grade metalinguistic awareness was a statistically significant predictor of student’s reading comprehension performance in both third and fifth grades” (p.13). One observation from this study is important as it indicates that in terms of phonological awareness (i.e., the ability to identify language segments, words, letters, and sentences), prior instruction and academic aptitude of children included in this study facilitated their ability to perform adequately on metalinguistic tasks. Beyond the language acquisition stage for monolinguals or bilinguals, the specific foundational or auxiliary role being performed by phonological awareness needs further research. Literacy and Bilingualism. A number of research studies have indicated the importance of bilingualism for literacy learning. For example, Bialystok (2001), in her model of bilingualism in development, highlights particular areas where bilinguals may have an advantage, developmentally and linguistically, in educational settings. She also acknowledges that the conditions that allow bilinguals to fully utilize their cognitive resources in acquiring another language are sometimes hard to keep or even to have in the first place. As a guide, the breadth and depth of the research on monolingual children can provide reference points for us to understand what might be necessary in educating bilinguals to become literate. Bialystok’s observation is that, “there are myriad ways in which a child can be bilingual, and these seem to be particularly important in the way each one influences the child’s acquisition of literacy” (2001, p.152). This statement has a valid point as it clues us into keeping in mind that within the bilingual research spectrum, there can be various differences in case of each bilingual child and thus, “the progress in acquiring literacy by bilingual children will depend in part on social, political, BILINGUALISM AND COGNITION 7 and educational factors that define the child’s environment at the time that literacy is introduced” (Bialystok, 2001, p. 153). Equivalence in Bilingualism and its Cognitive Imperatives. There is contention of what constitutes a cut off point for considering equivalence in bilingual language acquisition, an issue that has been investigated in Bialystok (for further reading, see 2001). The reason why this distinction is important above and beyond the comparisons between monolinguals and bilinguals is that, the amount and the quality of language exposure in a literacy learning context, can make a difference in the degree to which bilingual advantage can be ascribed to development of meta-linguistic awareness as accounted by phonological awareness, either alone or in combination with associated skills. This issue will be addressed later in the review. Cross-Linguistic Transfer of Phonological Awareness: A case for SpanishEnglish Bilinguals. Spanish is one language that has repeatedly been shown to have a cross-linguistic transfer of skills to English language n bilingual children. In a study by Durgunglo, Nagy and Hancin-Bhatt (1993) researchers found that in word identification task, readers’ performance on English language word recognition and pseudo word recognition ability was predicted by levels of Spanish phonological awareness and Spanish word-recognition skills. This cross-language skills transfer phenomenon, has been explored in similar research studies, which confirms that cross-language transfer of metalinguistic skills does take place (see Bialystok, 2001). Chomsky (2001) has also referred to phonological aspects understanding language in stating that, “the phonological component, on the other hand, maps BILINGUALISM AN