BILINGUALISM AND INTELLECTUAL DEVELOPMENT

IMPLICATIONS FOR SECOND AND FOREIGN LANGUAGE LEARNING

Abstract

The paper investigated the opinion of language experts on bilingualism and intellectual development: implications for second and foreign language learning. Thepaper tried to see the implication of bilingualism in children's intellectual development, that is, the influence of speaking two languages and how it impacts on the intellectual development of the children for second and foreign language learning. The paper was of the opinions that very early learners of a second language are likely to develop emotional tie, which supported the work of piaget cognitive development which saw intellectual development in children as passing through four stages (sensory
motor stage (0-5years), preoperational stage (5-6 yeas), concrete operation (7-8 years) 'and formal operation (8-12 years) (cf Elom, 2016). Which means that second and foreign language introduced at some much later stage of the child's cognitive development would not be assimilated inthe same gradually, sequenced and dialectic manner applicable to the
first language. So, age constituted an important factor in the acquisition or learning of languages. The paper recommended that a child learn both first and second languages at the same time in order to master both languages better. Intellectual development has implication for second and foreign language learning. So, bilingualism is "the ability to function in two
languages though, not necessarily with equal proflciency Effective communication would foster healthy interaction between individuals groups and even countries (like. Nigeria and Francophone countries).