However, if the monolinguals and educators find the bilinguals deficient, than bilingualism in classroom settings should not be the primary education goal (Lee 1996, p. According to the code-switching hypothesis, children are made flexible in thinking due to the switching of languages. However, this theory is problematic to a certain extent because no such evidence is provided where it is shown that bilinguals code-switch during cognitive tasks. Problems that require inhibition of misleading information are most likely to be dealt bravely by bilingual children as they are more advanced at such problems. The general executive cognitive function is said to be accelerated through bilingualism. According to Peal and Lambert, the perspective of how bilingualism affects cognitive functioning has changed. He has set a trend which shows how advantageous bilingualism is. Moreover, according to Diaz and Klinger, the development of met linguistic concepts can be made more rapid. In addition, it creates ease of learning to read. In an attempt to distinguish the pseudo-bilinguals from normal bilinguals, Peal and Lambert conceived the concept of the balanced bilingual child. The definition from a societal approach was shifted to a cognitive one. Research shows that the long history of bilingual research failed to take into account the language proficiency of the bilingual samples. The Teaching of Bilingual Children Observed in a School Setting.
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