Critical questioning skills of bilingual children

This study reports the critical questioning skills of monolingual and bilingual children aged between 5 and 6. By examining their questions, this research employs Bloom’s critical questioning paradigm to explore whether monolinguals or bilinguals are better at generating critical thinking questions...

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Autores principales: Cubukcu, Feryal, Yildiz Demirtaş, Vesile
Formato: Artículo revista
Lenguaje:Inglés
Publicado: IRICE (CONICET-UNR) 2021
Materias:
bilingüismo
jóvenes aprendices
cuestionamiento crítico
bilingualism
young learners
critical questioning
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1312
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1312
record_format ojs
spelling I15-R240-article-13122021-02-23T15:04:25Z Critical questioning skills of bilingual children Habilidad de cuestionamiento crítico en niños bilingües Cubukcu, Feryal Yildiz Demirtaş, Vesile bilingüismo jóvenes aprendices cuestionamiento crítico bilingualism young learners critical questioning This study reports the critical questioning skills of monolingual and bilingual children aged between 5 and 6. By examining their questions, this research employs Bloom’s critical questioning paradigm to explore whether monolinguals or bilinguals are better at generating critical thinking questions on two stories, one of which is about the forgetful girl and the other is about the snail yearning for the things he does not possess. The findings have implications for teacher educators working with pre-school monolinguals and bilinguals, since bilinguals outperform monolinguals in the story of the forgetful girl whereas monolinguals outperform bilinguals about the story of a snail, which leads to the idea that monolinguals are better at abstract thinking and bilinguals are better at overall higher critical questioning. La presente investigación reporta la habilidad de realizar cuestionamientos críticos de niños monolingües y bilingües de 5 a 6 años. Esta investigación emplea el paradigma de cuestionamiento crítico de Bloom para explorar si los niños monolingües o los bilingües son más eficaces para generar preguntas de pensamiento crítico en dos historias. Una de las historias es sobre una niña olvidadiza y la otra sobre un caracol que anhela lo que no posee. Los hallazgos tienen implicancias para los docentes que trabajan con preescolares monolingües y bilingües. Los niños bilingües superaron a los monolingües en la historia sobre la niña olvidadiza y los niños monolingües superaron a los bilingües en la historia del caracol. Los resultados indicarían que los niños monolingües son mejores en el pensamiento abstracto y que los niños bilingües son mejores en cuanto al cuestionamiento crítico. IRICE (CONICET-UNR) 2021-01-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1312 10.35305/revistairice.vi38.1312 Revista IRICE; Núm. 38 (2020); 163-181 2618-4052 0327-392X eng https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1312/1639 Derechos de autor 2020 Feryal Cubukcu, Vesile Yildiz Demirtaş https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Inglés
format Artículo revista
topic bilingüismo
jóvenes aprendices
cuestionamiento crítico
bilingualism
young learners
critical questioning
spellingShingle bilingüismo
jóvenes aprendices
cuestionamiento crítico
bilingualism
young learners
critical questioning
Cubukcu, Feryal
Yildiz Demirtaş, Vesile
Critical questioning skills of bilingual children
topic_facet bilingüismo
jóvenes aprendices
cuestionamiento crítico
bilingualism
young learners
critical questioning
author Cubukcu, Feryal
Yildiz Demirtaş, Vesile
author_facet Cubukcu, Feryal
Yildiz Demirtaş, Vesile
author_sort Cubukcu, Feryal
title Critical questioning skills of bilingual children
title_short Critical questioning skills of bilingual children
title_full Critical questioning skills of bilingual children
title_fullStr Critical questioning skills of bilingual children
title_full_unstemmed Critical questioning skills of bilingual children
title_sort critical questioning skills of bilingual children
description This study reports the critical questioning skills of monolingual and bilingual children aged between 5 and 6. By examining their questions, this research employs Bloom’s critical questioning paradigm to explore whether monolinguals or bilinguals are better at generating critical thinking questions on two stories, one of which is about the forgetful girl and the other is about the snail yearning for the things he does not possess. The findings have implications for teacher educators working with pre-school monolinguals and bilinguals, since bilinguals outperform monolinguals in the story of the forgetful girl whereas monolinguals outperform bilinguals about the story of a snail, which leads to the idea that monolinguals are better at abstract thinking and bilinguals are better at overall higher critical questioning.
publisher IRICE (CONICET-UNR)
publishDate 2021
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1312
work_keys_str_mv AT cubukcuferyal criticalquestioningskillsofbilingualchildren
AT yildizdemirtasvesile criticalquestioningskillsofbilingualchildren
AT cubukcuferyal habilidaddecuestionamientocriticoenninosbilingues
AT yildizdemirtasvesile habilidaddecuestionamientocriticoenninosbilingues
first_indexed 2023-06-26T22:56:20Z
last_indexed 2023-06-26T22:56:20Z
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