THE EFFECTS OF BILINGUALISM 1

The Effects of Bilingualism

Annotate Bi!liog"a#h$
%i"a Le&is
Octo!e" '1( $
Glenale Communit$ College
Autho" Note
This #a#e" &as #"e#a"e fo" Chil )e*elo#ment 1+, taught !$ )"- )e!o"ah O&ens-
THE EFFECTS OF BILINGUALISM '
Introduction.
M$ focus on m$ annotate !i!liog"a#h$ &as ho& much of an effect oes !ilingualism ha*e
on a chil.s e*elo#ment- I ecie to o m$ annotate !i!liog"a#h$ on the effects of !eing
!"ought u# !ilingual an ho& much it changes the e*elo#ment in chil"en !ecause I ha*e a
cousin &ho is ha*ing huge issues &ith communicating an he is !eing taught !ilingual- I figu"e
that he &as getting confuse !$ !oth languages !eing s#o/en !ecause his fathe" onl$ /no&s
english an his nann$ onl$ /no&s s#anish &hile his mothe" can s#ea/ !oth !ut mainl$ oes
english so that he" hus!an can une"stan &hat she is sa$ing- I &as *e"$ conce"ne a!out m$
cousin !ecause he seems to fall fu"the" !ehin e*e"$a$ com#a"e to the othe" chil"en he is
fo"ce to !e &ith &hen the nann$ has him- I &ante to see also ho& much of a iffe"ence !eing
taught t&o languages in the language e*elo#ment #"ocess effecte the chil an not 0ust if it i
li/e I ha hea" a little a!out &hen m$ cousin fi"st sta"te sho&ing issues an I loo/e it u#- I
also thought that if I i this on !ilingualism it &oul hel# !e !ette" #"e#a"e to teach in
#"eschools he"e in Los Angeles ue to the man$ iffe"ent cultu"es he"e- I am e!ating a!out if
late" in life I &oul &ant to o#en u# m$ o&n a$ca"e it can hel# me ecie on #"og"ams I &ish
to ha*e the"e if it ha##ens- I /no& that #eo#le a"e loo/ing fo" a$ca"es that s#ea/ at least t&o
languages to hel# thei" chil !ecome mo"e *alua!le in the &o"/ fo"ce late" in life so !eing a!le to
une"stan ho& much it effects the chil e*elo#mentall$ to o this &oul hel# me late" to /no&
if I &ant to a that to m$ #"og"am- Afte" I sta"te m$ "esea"ch on m$ #a#e" &e &e"e lea"ning
a!out Autism an fo" m$ cousin he has all of the signs an &ith the amount of I ha at that #oint
I sa& that !eing !ilingual &as not &hat &as causing m$ cousin issues- Afte" lea"ning this I
s&itche to a ne& to#ic in*ol*ing cesa"ean sections !ecause m$ aunt &as a!out to ha*e a
THE EFFECTS OF BILINGUALISM +
cesa"ean section !ut 1uic/l$ "eali2e that I &ante to #u"sue m$ o"iginal to#ic !ecause it &oul
!e mo"e !eneficial late" in m$ life an that is &h$ I am in Chil )e*elo#ment 1+,-
In o"e" to fin the a"ticles that I use fo" m$ annotate !i!liog"a#h$ I &ent the "esea"ch
st"ategies &o"/sho# at the li!"a"$ fo" ou" "e1ui"e &o"/sho# an foun it *e"$ hel#ful- 3hile
the"e the$ hel#e us figu"e out &hat coul !e the !est &o"s to use &hen "esea"ching an &hich
t$#e of ata!ases to go to e#ening on the #a#e"- I then &ent to the class.s "esea"ch guie an
foun the ata!ases that &e"e "ecommene fo" this s#ecific #a#e"- Afte" that I &ent to 4"o5uest
!ecause I ha*e the most e6#e"ience the"e an thought that coul hel#- I foun most of m$ a"ticles
the"e once I sta"te tho"oughl$ sea"ching an "eaing them !ut I still figu"e that I might nee to
loo/ into iffe"ent ata!ases- I i some testing on the othe" ata!ases that the li!"a"ian ha
"ecommene at the &o"/sho# !ut the C5"esea"che" an othe"s that I t"ie &e"e not gi*ing me
the g"eat "esults that 4"o5uest &as- The"efo"e I &ent "ight !ac/ to 4"o5uest an continue using
the ata!ase till I ha all of the schola"l$ a"ticles that I neee fo" the "e#o"t- I !elie*e that I ha*e
no& "ea at least fift$ iffe"ent a!st"acts that &e"e not e*en use an t&el*e iffe"ent full7te6ts
that soune as though the$ &oul &o"/ then i not- I still neee the t&o sites that &e"e not
f"om a schola"l$ 0ou"nal so I &ent to Google Schola" !ecause I &as tol that those &e"e mo"e
"elia!le "esults !ut not necessa"il$ f"om a schola"l$ sou"ce- 3hen I &ent on this sea"ch engine
though I &as le to the ata!ase E"ic an "emem!e"e that it &as one of the "ecommene sites
on the Chil )e*elo#ment "esea"ch guie- I &ent onto an foun that the a"ticle &as f"om a
schola"l$ sou"ce an that I "eall$ li/e it fo" m$ #a#e"- I then &ent !ac/ to all m$ sa*e 4"o5uest
&o"/ an foun the a"ticle that least hel#e &ith the #a#e" that I &oul theo"eticall$ &"ite an
&ent &ith the E"ic a"ticle instea- I then &ent to #lain Google an foun an a"ticle !$
Multilingual Li*ing a!out if it is a #ossi!ilit$ to !e ela$e in language ue to !eing !ilingual
THE EFFECTS OF BILINGUALISM 8
an use that a"ticle in m$ #a#e" !ecause it seeme to !e &"itten !$ someone &ho /no&s 1uite a
!it of info"mation on the su!0ect !ut #u!lishe it themsel*es- I then use anothe" a"ticle that &as
one !$ Cente" fo" A##lie Linguistics an &as &"itten !$ #eo#le f"om Geo"geto&n Uni*e"sit$-
Annotated Bibliography
Al7Am"i( M- 9':1+;- Effects of !ilingualism on #e"sonalit$( cogniti*e an eucational
e*elo#ments< A histo"ical #e"s#ecti*e- American Academic & Scholarly
Research Journal, 591;( 17=- >et"ie*e f"om
htt#<??sea"ch-#"o1uest-com?oc*ie&?1+@@:A,BABCaccountiD'=+='
In Al7Am"i.s a"ticle it is sho&n that until "ecentl$ #eo#le &e"e follo&ing Otto Ees#e"sen an
!elie*ing that !eing !ilingual ha Fnegati*e effects on intelligenceG an it lasts until the 1@A:.s
an then it changes to ha*ing a #ositi*e effect- Al7Am"i goes though the histo"$ of the iffe"ent
times in his a"ticle an sho&s the iffe"ent stuies that #eo#le ha*e one an ho& it "elates to the
changing times- Al7Am"i also sho&s &hat is effecte &hen !ilingual an ho& it &as !elie*e to
not onl$ !e effecting intelligence an cogniti*e e*elo#ment !ut also a #e"sons #e"sonalit$ &as
change ue to !eing !ilingual-
This a"ticle is "elia!le an useful- It is "elia!le !ecause it &as #u!lishe in the Ame"ican
Acaemic H Schola"l$ >esea"ch Eou"nal an has man$ facts an ates to sho& #oints &ithin the
a"ticle- The autho" oes not gi*e a clea" ans&e" to &hethe" !ilingual is a #ositi*e o" negati*e
!ecause as Al7 Am"i states( Fthe"e is no clea"7cut ans&e" fo" the 1uestion of the #a#e"--- ti# the
!alance in fa*o" of !ilingualism-G He states that it is not com#letel$ #"o*en !ut sho&s that it is
leaning to&a" !eing #ositi*e( li/e ma0o"it$ of the othe" a"ticles ag"ee &ith- This a"ticle gi*es
!oth sies of the a"gument an also the histo"$ &hich( fo" m$ #a#e"( &ill !e !eneficial !ecause it
has a full "e#o"t an is not !iase to&a" eithe" i"ection-
Ba"ac( >-( H Bial$sto/( E- 9':11;- Cogniti*e e*elo#ment of !ilingual chil"en- Language
Teaching, 91;( +A7,8- oi<htt#<??6-oi-o"g?1:-1:1=?S:'A1888B1::::++@
In this a"ticle Ba"ac an Bial$sto/ sho& that e*en though it is no& !een mo"e "esea"ch sho&ing
that !ilingual chil"en ha*e no "eal significant change in thei" intelligence that #a"ents a"e still
!elie*ing that the$ &ill ha"m the chil if the "aise them &ith t&o language &hich acco"ing to
Ba"ac an Bial$sto/ is not accu"ate- Ba"ac an Bial$sto/ sho& that "esea"ch has gone f"om that it
is amaging to !e taught t&o language to /no& it hel# im#"o*e cogniti*e s/ills- The$ o all this
th"ough a timeline &hich ma/es the "esea"ch lai out an eas$ to une"stan &hen an &hat &as
stuie-
This a"ticle is "elia!le !ecause not onl$ &as it #u!lishe in Language Teaching &hich is
#u!lishe !$ Cam!"ige Uni*e"sit$ !ut it also sho&s ol an ne& &a$s of thin/ing an
"esea"ching this to#ic- In this a"ticle it oes not lea*e an$ of the significant "esea"ch of this to#ic
out( g"ante it oes not ha*e all the "esea"ch !ut it oes sho& ee# une"staning an gi*es clea"
facts- In m$ #a#e" this is immensel$ hel#ful !ecause I get !oth &a$s of #eo#les thin/ing- It also
ans&e"s m$ 1uestion a!out ho& much oes !eing "aise !ilingual effect the e*elo#ment of a
THE EFFECTS OF BILINGUALISM ,
chil- This a"ticle ag"ees &ith the ma0o"it$ of the othe" sou"ces !ut unli/e ma0o"it$ of the sou"ces
it also "ecogni2es the ones that it has #"oof against-
)ie!ol( A- >- E- 91@AA( No*em!e";- The conse!uences o" early bilingualism in
cogniti#e de#elopment and personality "ormation.- >et"ie*e f"om
htt#<??files-e"ic-e-go*?fullte6t?E):':8@1-#f
n this #a#e" )ie!ol e6#lains the com#lications of ha*ing t&o languages lea"ne at the same
time ue to the g"ammatical "ules an ho& the iffe" !et&een each language an othe" issues that
a"e ue to changing of meaning !et&een languages- )ie!ol sho&s that the"e a"e iffe"ences in
the languages that ma/e the language e*elo#ment amaging in !oth of the languages !eing
lea"ne- He ma/es it /no&n that &ith the e*ience he has that it F"eta"sG the language
e*elo#ment to ha*e them "aise !ilingual- )ie!ol is not onl$ e6#laining the ea"l$ !ilingual
issues !ut also &ith aults &hich is not neee fo" m$ #a#e"-
The fact that this #a#e" &as &"itten in 1@AA causes issue &ith ho& much this to#ic has
!een "esea"che an no& has e*elo#e- It e*en e6#lains in the #a#e" that the su!0ect of
!ilingualism an intelligence oes not ha*e much "esea"ch to su##o"t that it ma/es the stuents
less intelligent !$ lea"ning t&o languages- The "esea"ch that &as use f"om )ie!ol &as ma0o"it$
f"om Ha"*a" Uni*e"sit$ &hich is /no&n to ha*e accu"ate an "elia!le info"mation !"ought out
an that ma/es these facts mo"e *ital to the #a#e"- No& man$ $ea"s late" these #a#e"s a"e loo/e
at thought a!out so it &ill !e !eneficial to sho& the ieas that sta"te this stu$- I fin that since
this oes ha*e the o##osite *ie& f"om ma0o"it$ of m$ sou"ces ma/es this #a#e" mo"e e*elo#e
e*en if this a"ticle is ole" than the othe"s that I "esea"che-
Goet2( 4- E- 9'::+;- The effects of !ilingualism on theo"$ of min e*elo#ment- Bilingualism,
$91;( 171,- >et"ie*e f"om htt#<??sea"ch-#"o1uest-com?oc*ie&?1@@=A@B11C
accountiD'=+='
Goet2 goes into "esea"ch on t&o s#ecific languages an tests them t&ice to see the iffe"ences in
"esults of th"ee an fou" $ea"s ols s#ea/ing Mana"in an English- Goet2 then &ent th"ough the
tests that she "an such as the false7!elief tas/s- She not onl$ com#a"es the !ilingual an
monolingual !ut also sho&s slight iffe"ences !et&een the t&o monolingual language
#a"tici#ants as &ell as thei" ages- She fins that F!ilingual Ichil"en ha*e aJ metalinguistic
a*antage-G !ecause of the &a$ that thei" mins eal &ith the lea"ning to ha*e t&o meanings fo"
something- She fins that the !ilingual chil"en #"efo"me slightl$ !ette" than the chil"en &ho
onl$ /ne& one language-
I fin that the ages an languages a"e not neee in m$ "esea"ch !ut the conclusion an
the amount of in7e#th "esea"ch into this a"ticle ma/es it hel#ful- This #a#e" &as &"itten onl$
months ago so its accu"ac$ is u# to ate &ith &hat othe" "esea"che"s( such as othe"s in the
!i!liog"a#h$( a"e sa$ing- This #a#e" &as &"itten fo" a 4h) so Goet2 is a "elia!le sou"ce &ho has
&o"/e an #laning on &o"/ing on continuing &o"/ on this su!0ect- Goet2 ans&e"s an #"o*es(
&ith some of he" o&n "esea"ch( facts that hel# ans&e" m$ 1uestion on ho& much of an effect
e*elo#ing t&o language has on a chil e*elo#ment-
THE EFFECTS OF BILINGUALISM A
Helle"( C- 9':1:( Octo!e" '@;- %oes bilingualism cause language delay&- >et"ie*e
f"om htt#<??&&&-multilingualli*ing-com?':1:?:,?+1?oes7!ilingualism7multilingualism7
cause7language7ela$?
In this a"ticle the autho"( Helle"( e6#lains he" e6#e"ience &ith chil"en &ho a"e
e*elo#ing in a !ilingual en*i"onment incluing he" o&n chil- She e6#lains that &hen she
ecie on oing this she thought that she /ne& Fhe &ill !e ela$e in his language initiall$ !ut
it souns li/e he.ll catch u# in time- 3e a"en.t &o""ieG sa$s Helle"- This &as until she sta"te
seeing chil"en that &e"e ha*ing the same e6#e"ience ha*ing an eas$ time &ith !oth languages
an &e"e e*en ahea of the chil"en that &e"e onl$ lea"ning one- Helle" is not a scientist !ut she
uses he" e6#e"iences an fining to see "esults an fo"ms he" o&n h$#othesis an e6#e"iment-
E*en though Helle" is not a com#letel$ "elia!le sou"ce she still hel#s "a& close" to the
1uestion I set out to ans&e" &hen I sta"te m$ "esea"ch- I fin the facts that she foun &ith the
*a"iet$ of chil"en a"oun he" that she o!se"*e a"e hel#ful an is fitting to inclue e*en if the$
&e"e not su##o"te !$ a scientist &ho s#eciali2es in this fiel- I( ho&e*e"( o une"stan that she
0ust sim#l$ o!se"*e the chil"en an i not see a!out man$ of the othe" cont"i!uting facto"s of
language e*elo#ment ma/ing Helle" not the most "elia!le sou"ce- Helle" has the same gene"al
conclusion as ma0o"it$ of m$ sou"ces stating that it oes not hu"t the chil to !e lea"ning t&o
languages &hen fi"st e*elo#ing language communication-
Hoff( E-( Co"e( C-( 4lace( S-( >umiche( >-( SeKo"( M-( H 4a""a( M- 9':1';- )ual language
e6#osu"e an ea"l$ !ilingual e*elo#ment- Journal o" 'hild Language, ()91;( 17'=-
oi<htt#<??6-oi-o"g?1:-1:1=?S:+:,:::@1::::=,@
In this a"ticle Hoff states "ight a&a$ that F!ilingual to monolingual e*elo#ment is still fe&( an
the num!e" of !ilingual chil"en in these stuies is often small-G Hoff states f"om the !eginning
on ho& these stuies( es#eciall$ the ea"lie" ones( a"e not com#letel$ accu"ate !ase of the &a$
the stuies a"e !eing one- Hoff uses a stu$ that is !igge" than ma0o"it$ of the stuies an
e6#lains in e6tensi*e etail ho& this stu$ &as set u# an calculate- Hoff not onl$ e6#lains the
"esults an !"ief o*e"*ie& of the stu$ !ut e*en tells on ho& these chil"en &e"e foun( !$
maga2ine as an !$ othe"s- The a"ticle then continues to esc"i!e the e6#e"iment an then the
"esults- The "esults o not match &ith &hat &as the o"iginal h$#othesis an it gi*es the "eae"s
mo"e insight on the effects of !eing !ilingual-
Hoff is siing &ith the ma0o"it$ of "esea"che"s that a"e stu$ing !ilingualism in these last
fe& ecaes an seeing that it oes not ma/e e*elo#ment &o"se !ut im#"o*es othe" a"eas- Hoff
sho&s that e*en if the !ilingual chil is not as fast that the$ get mo"e g"ammatical e*elo#ment- I
fin this info"mation hel#ful ue to the fact that the e6#e"iment &as e6#laine an mae the
conclusion ma/e sense- The "elia!ilit$ of this a"ticle is high to the *ast amount of /no&lege an
e6#lanation of the e6#e"iment-
%ing( %-( H Fogle( L- 9'::A;- Raising bilingual children* 'ommon parental
concerns and current research- >et"ie*e f"om
htt#<??&&&-cal-o"g?"esou"ces?igest?"aising7!ilingual7chil"en-html
THE EFFECTS OF BILINGUALISM =
%ing an Fogle go out an su"*e$ #a"ents of chil"en an listen to thei" o#inions an conce"ns
!efo"e e*en sta"ting to &"ite thei" a"ticle- The$ go th"ough all the conce"ns that #a"ents ha*e
a!out language ela$s an ho& it has !een stuie to not ha*e as much of a "amatic "esult as
e6#ecte $ou 0ust nee to une"stan the te"ms use- The$ go into etail e6#laining ho&
language ela$ coul mean that the$ might not s#ea/ as soon !ut *oca!ula"$ is e*elo#mentall$
on t"ac/- This a"ticle is aime at #a"ents of chil"en &ho a"e conce"ne a!out the &a$ the$ a"e
"aising thei" chil"en so it is not as a##"o#"iate fo" a schola"l$ 0ou"nal !ut hel#ful to m$ #a#e"-
%ing an Fogle a"e &"iting &ith the Geo"geto&n Uni*e"sit$ name !ut that oes not mean
that the$ a"e e6#e"ts in chil language e*elo#ment fiel- Thei" a"ticle &as #u!lishe in the
Cente" fo" A##lie Linguistics so I fin this a"ticle mo"e "elia!le then 0ust a "anom a"ticle !$ a
mothe" ue to the "esea"ch the$ i must !e accu"ate to get #u!lishe- %ing an Fogle.s "esults
an conclusion a"e the same as the ma0o"it$ of m$ othe" sou"ces stating that it is not going to
com#letel$ ma/e the chil ha*e issues &ith language e*elo#ment- It oes &o"/ &ith m$ #a#e"
!ecause it ans&e"s m$ 1uestions th"oughl$-
Lee( 4- 91@@A;- Cogniti*e e*elo#ment in !ilingual chil"en< A case fo" !ilingual inst"uction in
ea"l$ chilhoo eucation- Bilingual Research Journal, +,9+;( 8@@7,''- >et"ie*e
f"om htt#<??sea"ch-#"o1uest-com?oc*ie&?'''::BB'8CaccountiD'=+='
Lee.s a"ticle is an in e#th loo/ at not onl$ the histo"$ of the stuies a!out the !ilingual
e*elo#ment issues !ut also sho&s that this issue an cont"o*e"s$ eals &ith man$ as#ects li/e
Fcultu"e an language maintenance( ini*iual( communit$( an national ientit$( an e1uita!le
access to social( economic( an eucational o##o"tunities-G Lee also esc"i!es ho& the"e a"e
iffe"ent eg"ees of !eing !ilingual an that also effects e*elo#ment- He then sho&s the stuies
an "esults of !oth sociocultu"al conte6t an the cogniti*e e*elo#ment- Lee oes not onl$ use
the stuies that state in gene"al fo"ms a!out ho& !ilingualism effects chil"en !ut uses etaile
e6am#les that hel# #"o*e that !eing !ilingual is not a Fhanica#-G much li/e othe" sou"ces-
This a"ticle gi*es mo"e info"mation on the iffe"ent eg"ees of !ilingualism an ho& that
changes as#ects &hich is hel#ful !ecause it is not "eall$ state in othe" a"ticles- The "elia!ilit$ of
Lees a"ticle is high !ecause not onl$ &as it #u!lishe in Bilingual >esea"ch Eou"nal !ut it also
uses man$ othe" "esea"che" to hel# sho& une"staning to the "eae"- In m$ #a#e" the most
im#o"tant as#ect of this #a#e" is the cogniti*e stuies that Lee uses !ecause the insight Lee uses
ma/es une"staning the conce#ts easie"- Although this sou"ce seems to ha*e some !ias to&a"
!ilingualism !eing #ositi*e it still oes ha*e some facts that t"$ to #"o*e that &"ong an Lee
counte"s-
Minami( M- 9'::';- Bilingualism in e*elo#ment< Language( lite"ac$( an cognition- Bilingual
Research Journal, +$9+;( ='@7=+,- >et"ie*e f"om
htt#<??sea"ch-#"o1uest-com?oc*ie&?'''::,A+ACaccountiD'=+='
Minami.s a"ticle is iffe"ent than m$ othe" a"ticle !ecause it is a !oo/ "e*ie& of FBilingualism in
)e*elo#ment< Language( Lite"ac$( an CognitionL !$ Ellen Bial$sto/- This ma/es the a"ticle a
!it iffe"ent in the st$le- Minami though not onl$ &"ites a!out the gene"al une"staning of each
THE EFFECTS OF BILINGUALISM B
cha#te" !ut th"oughout the a"ticle &"ites he" o#inions an thoughts on Bial$sto/ &"ote- She at the
en ag"ees &ith Bial$sto/ a!out the fact that !eing !ilingual oes not F"eta" the e*elo#ment of
the fi"st-G In the last #age Minami states ho& Bial$sto/ Fconsie"s the im#lications of *a"ious
theo"ies fo" language ac1uisition an cogniti*e e*elo#ment of all chil"en-G
I fin that this a"ticle is "elia!le !ecause she s "e#o"ting &hat is &"itten a!out in a !oo/
that is #u!lishe !$ a "esea"che" of this s#ecific fiel- Not onl$ that !ut Minami seems to !e &ell
eucate in the fiel as &ell an has #"io" "esea"ch to hel# com#a"e Bial$sto/.s &o"/ to- I fin
the !oo/ "e*ie& useful !ecause it gi*es anothe" loo/ at a sou"ce &ith mo"e insight an also gi*es
a sho"t hel#ful esc"i#tion of a !oo/ that is all a!out the language e*elo#ment in !ilingual
chil"en- Li/e the ma0o"it$ of the othe" sou"ces Minami ag"ees &ith the fact that !eing !ilingual
oes not hu"t e*elo#ment !ut can !e a hel#ful im#"o*e"-
Olle"( )- %-( 4ea"son( B- M-( H Co!o7le&is( A- 9'::=;- 4"ofile effects in ea"l$ !ilingual language
an lite"ac$- Applied -sycholinguistics, +.9';( 1@1- >et"ie*e f"om
htt#<??sea"ch-#"o1uest-com?oc*ie&?'::@8:,+=CaccountiD'=+='
Olle" oes not onl$ gi*e e6am#les in his te6t on the iffe"ences !et&een monolingual chil"en
an !ilingual chil"en !ut he also goes into in7e#th stuies on late" in life &ith the effects that it
ha on them- He e6#lains the challenges that chil"en f"om !ilingual lifest$les ha*e issues f"om
the !eginning &ith *oca!ula"$ an t"anslations not al&a$s matching u#- He also e6#lains that
$ou nee to ha*e e6tensi*e /no&lege in !oth languages in o"e" to ma/e a co""elation on ho&
much !ilingualism t"ul$ effects the e*elo#ment of language in the chil- He goes into the most
e#th a!out elementa"$ age stuents &ho ha !een "aise o" taught to !e !ilingual-
Fo" the "esea"ch I nee the facts a!out the e*elo#ment of the language fitte the !est an
coul hel# ma/e st"ong statements to hel# m$ thesis that !eing !ilingual oes change
e*elo#ment- I o not nee the e6tensi*e "esea"ch on the elementa"$ age though an fin that all
of that info"mation is not i"ectl$ "elate to&a" m$ thesis an the age g"ou# in it- Although( if
ae some of the late" in life( elementa"$ age( facts it can ma/e the #a#e" a mo"e "oune an
#"o*e e*en mo"e #oints- Olle" has one e6tensi*e an accu"ate "esea"ch &hich &oul ma/e the
autho" a "elia!le sou"ce an li/e most of the sou"ces !elie*es that it is not ha"mful to !e taught
t&o languages-