Cognitive costs of bilingual education


Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. The present study aims to examine whether and to which extent cognitive costs show during bilingual mathematics learning. The pedagogical experiment involved 39 students from bilingual (Tatar-Russian) schools of the Republic of Tatarstan. The results demonstrate that if the language of knowledge tests is different from the language of instruction, students may have cognitive problems which result in lower accuracy and information processing speed.

Key words: 

bilingual learning, cognitive costs, language of instruction, language of retrieving knowledge, code switching.

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