Tosprogethed, intelligensudvikling og metasproglige færdigheder

Abstract

Additive bilingualism is positively, subtractive bilingualism negatively, associated with school achievement and cognitive development. However, the terms additive and subtractive bilingualism are not designative of two kinds of bilingualism, but of two ways to encourage bilingualism, a fact that explains some contradictory findings in the literature. The
dominant theories about the relation between bilingualism and cognitive development are discussed, and it is argued that variations in the ways to encourage bilingualism and metalinguistic awareness, rather than the level of bilingualism itself, are the causal factor in determining the effect on cognitive development.