Thesis Abstract

Abstract
This thesis investigates the impact of bilingualism on cognitive development in children. The research aims to explore how being bilingual influences various cognitive processes in children and the potential advantages or disadvantages it may bring. The study is grounded in the field of linguistics, with a focus on cognitive development and language acquisition. Chapter one provides an introduction to the topic, discussing the background of the study, the problem statement, objectives, limitations, scope, significance, and the overall structure of the thesis. The introduction also includes a section on the definitions of key terms used throughout the thesis. Chapter two consists of a comprehensive literature review that examines existing research on bilingualism and cognitive development in children. The review covers ten key areas, including theories of bilingualism, cognitive benefits of bilingualism, language processing, executive functions, and academic performance among bilingual children. Chapter three outlines the research methodology employed in this study. It includes a detailed description of the research design, participant selection criteria, data collection methods, data analysis techniques, and ethical considerations. The chapter also discusses the limitations of the methodology and potential sources of bias. Chapter four presents a detailed discussion of the findings obtained from the research. The chapter explores the impact of bilingualism on various aspects of cognitive development in children, including memory, attention, problem-solving skills, and metalinguistic awareness. The findings are analyzed in relation to existing literature and theoretical frameworks. Finally, chapter five provides a conclusion and summary of the thesis. The chapter summarizes the key findings, discusses their implications for research and practice, and suggests areas for future research. The conclusion also reflects on the broader implications of the study for understanding the relationship between bilingualism and cognitive development in children. Overall, this thesis contributes to the growing body of research on bilingualism and cognitive development by providing new insights into the potential benefits and challenges associated with being bilingual in childhood. The findings have implications for educators, policymakers, and parents interested in promoting cognitive development and academic success in bilingual children.

Thesis Overview