Pros: Schools should offer bilingual programs
cognitive development
It has been found by many researchers that knowing how to speak 2 or more languages can increase executive function. This means that individuals are able to consciously complete a goal without being distracted by other things or thoughts (Spitzer M., 2016). From an educational perspective, this increased executive function can bring forward many positive attributes throughout the students lives in areas such as health and wealth (Spitzer M., 2016). For example, in a stroop task completed by Bialystok (2011), it was found that the monolingual students required significantly more time to resolve the conflict from the competing colour name than did the bilinguals in both age groups. Therefore, not only do bilinguals typically perform these executive control tasks more effectively than monolinguals but they also recruit different brain networks in those performances, otherwise known as dual-mechanisms of cognitive control (Bialystok, 2011).
Health
Many studies have revealed that increased executive control across the life span seems to contribute to cognitive reserve, allowing bilinguals to better cope with Alzheimer’s disease and postpone the appearance of its symptoms (Bialystok, 2011). In other words, if students are learning a second language from a young age, this will in turn have mitigating effects on cognitive decline in old age (Spitzer, M., 2016).
schooling
It has been found that students who speak 2 languages have an increased capability to focus on whatever is important to do the task at hand and not get distracted (Spitzer, 2016). Not only will this help students throughout their high-school and post-secondary years, it will also help students performance in their careers later on in life. This statement is made true when students are learning through additive bilingualism. Additive bilingualism is what results from a program in which students maintain their first language and acquire their second language (Roberts, 1995). When immersion is used with majority english speakers learning french , immersion bilingual education is generally promotes additive bilingualism and learners become bilingual in two languages (Roberts, 1995). Therefore, bilingualism becomes beneficial when students who are fluent in the same language (english for example) are all learning the same second language (french for example).
Self-esteem
From a personality perspective, being bilingual also increases students self-confidence because they can operate across different cultures and social groups (Conteh, J. & Brock, A., 2006). Having access to a range of languages increases social and community cohesion and is an entitlement for all individuals (Conteh, J. & Brock, A., 2006). An ability to communicate in more than one language is a social and life advantage (Conteh, J. & Brock, A., 2006). In a Canadian study conducted by Pesner, J. W., & Auld, F. (1980) the largest differences between bilinguals and monolinguals are found within the items having to do with self-confidence and social ease, such as “How often do you worry about whether people like to be with you?” To this question, for example, the bilingual students on the average choose alternatives indicating that they worry less frequently (Pesner, J. W., & Auld, F., 1980).
careers
In Canada, there is a constant need for French speaking employees. In a study conducted by Statistics Canada, 84% of federal employees believe that if you speak both French and English you will have a better chance of getting a job (Vaillancourt, 2009). Not only will you have a better chance of obtaining a job, you will also receive the bilingualism bonus which is an annual payment of $800 paid to eligible employees salaries within the federal administration (Secretariat, T. B., 2012, January 31). Furthermore, bilingual proficient students who have more favourable attitudes toward bilingualism and a greater optimism about getting a good job elsewhere in Canada, will be more likely to receive a job than monolingual students (Pesner, J. W., & Auld, F. (1980). In sum, one can speculate that the support of students who were involved in a French-immersion program and the fulfillment of acquiring a language is expected to be an advantage in the job market . This is because the support and confidence that comes with speaking two languages combined protects the students in the bilingual group from some of the diminished self-esteem that adolescence ordinarily brings (Pesner, J. W., & Auld, F.,1980).