The Perceived Metalinguistic and Cognitive Influences of Bilingual Education

Authors

  • Margaret Ashton Berry College
  • Dr. Eliana Hirano Berry College

DOI:

https://doi.org/10.52242/gatesol.120

Abstract

Despite the substantial body of academic research regarding the metalinguistic and cognitive effects of bilingual education, most of the literature reports on large-scale experimental studies (e.g., Bialystok et al., 2010) while little is known about how individuals who have participated in bilingual programs view their learning outcomes. The objective of this study was to investigate whether there are trends in the self-perceived outcomes of bilingual immersion education on people who have spent at least four years in a bilingual educational setting. Ten individuals who met this criterion were interviewed and the audio recordings of their interviews were transcribed and analyzed inductively to allow themes to emerge from the participants’ words. Findings indicate there were identifiable themes in how participants perceived their education and the amount of time and specific grade levels spent in bilingual programs tended to correspond with certain participant response patterns. This study has implications for the many emerging Georgia dual language immersion programs and their recruitment strategies.

Keywords
bilingual education, dual language immersion, metalinguistic ability, cognitive ability

Author Biographies

Margaret Ashton, Berry College

Margaret Ashton, Graduate Student, Department of Teacher Education, Berry College, Rome, GA; email margaret.ashton@vikings.berry.edu.

Dr. Eliana Hirano, Berry College

Dr. Eliana Hirano, Associate Professor of Applied Linguistics and TEFL Minor Coordinator, Department of Teacher Education, Berry College, Rome, GA; email ehirano@berry.edu.

Metalinguistic Bilingual Education (Ashton & Hirano, 2021)

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Published

2021-07-30

How to Cite

Ashton, M., & Hirano, E. (2021). The Perceived Metalinguistic and Cognitive Influences of Bilingual Education. GATESOL Journal, 31(1), 3–16. https://doi.org/10.52242/gatesol.120

Issue

Section

Empirical Research or Literature Reviews