Engaging in language therapy to enhance the proficiency of simultaneous bilingualism: A case study of a multilingual child

Ushba Rasool; Muhammad Hammad  Hussain Shah; Rehan  Muhammad; Min  Gao; Huang  Wang; Babar Nawaz  Abbasi

doi:10.59400/apr.v3i1.1339

Engaging in language therapy to enhance the proficiency of simultaneous bilingualism: A case study of a multilingual child

Ushba Rasool Zhengzhou University, Zhengzhou 450001, China
Muhammad Hammad Hussain Shah Emerson University, Multan 60000, Pakistan
Rehan Muhammad Emerson University, Multan 60000, Pakistan
Min Gao Zhengzhou University, Zhengzhou 450001, China
Huang Wang Zhengzhou Business University, Zhengzhou 450001, China
Babar Nawaz Abbasi Zhengzhou University, Zhengzhou 450001, China

Article ID: 1339

DOI: https://doi.org/10.59400/apr.v3i1.1339

Keywords: bilingualism; language therapy; code-switching; monolinguals; cognitive skills

Abstract

Bilingualism and multilingualism are no longer exceptional occurrences on today’s globe; instead, they have become the prevailing standards in cultures worldwide. Individuals can become bilingual by either simultaneous acquisition of two languages from childhood or sequential acquisition over time as bilinguals. The primary objective of this study is to determine the role of language therapists in assisting parents and teachers in optimizing the dual-language proficiency of young children. This case study was conducted to investigate this matter, and it was determined that a balanced utilization of both languages, coupled with guidance from language professionals to parents and teachers, dramatically enhances a child’s performance. In addition, parents consistently strive for their child to become multilingual, as they perceive it as a beneficial factor for their child’s future. The data was gathered through a semi-structured interview session with parents and real-life scenario observations. This case study illustrates the advantages and disadvantages of being bilingual or multilingual. The study findings will assist parents and early childhood educators in dealing with children coping with different language encounters at home and school.

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Published

2024-06-12

How to Cite

Rasool, U., Hussain Shah, M. H., Muhammad, R., Gao, M., Wang, H., & Abbasi, B. N. (2024). Engaging in language therapy to enhance the proficiency of simultaneous bilingualism: A case study of a multilingual child. Applied Psychology Research, 3(1), 1339. https://doi.org/10.59400/apr.v3i1.1339

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