By Karen Parkman, Intern, Spring 2012
Like most people I know, I studied a foreign language in high school,
but I have had so little opportunity to speak it since then that I’ve
forgotten most of what I learned. I feel a little guilty about this,
especially since bilingualism is such a valued skill today. Whenever I
hear policy makers or media personalities talk about the benefits of
learning a second language in school, they often cite the need to
produce adults that can compete in an increasingly globalized economy.
As it turns out, learning a second language does more than fulfill this
economic necessity; it has a profound effect on the brain that extends
from early childhood to old age.
The New York Times
gathers the results of a number of recent studies on the cognitive
skills of bilinguals and monolinguals to reveal some surprising
discoveries. Bilinguals consistently perform better than monolinguals at
mental puzzles and tasks that require concentration, planning, and
quickly switching attention from one thing to another. Not only does it
take bilinguals less time to complete these mental challenges, they use
less of their brain while doing so—indicating that their brains are more
efficient. I was also surprised to learn that knowing two languages
produces long-term effects as well. A recent study has revealed that the
bilingual brain is considerably more resistant to the onset of dementia
in old age.
Knowing a second language has more than practical value—it contributes
to academic and intellectual development in significant, long-lasting
ways. This means it is important that foreign language classes and
materials are available for students of all ages.
I still have my Spanish dictionary and am hoping to take another
foreign language class in the near future. Until then I’ll just have to
hope that I retained some of those cognitive abilities from my high
school Spanish class.
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