The Relationship Between Bilingualism and Achievement

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dc.contributor.authorMarwa Elkhouly
dc.contributor.authorTendai Charles
dc.date.accessioned2025-05-27T12:28:04Z
dc.date.available2025-05-27T12:28:04Z
dc.date.issued2025
dc.description.abstractThis paper addresses the cognitive and academic impacts of bilingualism, particularly focusing on students in the UAE, where bilingual education programs have been significantly promoted. Bilingual students are hypothesized to have enhanced executive control and cognitive flexibility, potentially leading to superior academic performance compared to monolingual peers. Empirical evidence and theoretical frameworks such as Krashen’s Second Language Acquisition Theory and various cognitive development theories are explored to understand how bilingualism may affect academic achievement. The study utilizes a mixed-method approach, employing interviews and questionnaires among educators in UAE schools to gauge perceptions and real-world impacts of bilingual education on student achievement. Findings are expected to contribute to the ongoing debate regarding the efficacy of bilingual education programs and provide insights into optimal instructional strategies in bilingual settings.
dc.identifier.citationElkhouly, M., Charles, T. (2025). The Relationship Between Bilingualism and Achievement. In: Al Marri, K., Mir, F.A., Awad, A., Abubakar, A. (eds) BUiD Doctoral Research Conference 2024. BDRC 2024. Lecture Notes in Civil Engineering, vol 587. Springer, Cham. https://doi.org/10.1007/978-3-031-84371-6_35
dc.identifier.isbnHB: 9783031843709 eBook: 9783031843716
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/3135
dc.language.isoen
dc.publisherSpringer Cham
dc.relation.ispartofseriesLecture Notes in Civil Engineering; 587
dc.titleThe Relationship Between Bilingualism and Achievement
dc.typeBook chapter
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