Plurilingual Acquisition of Language: Early vs Late Bilingualism Comparison. The Bilingual Advantages from a Cognitive and Intercultural / Relational Point of View at a Social, Academic and Working Level

Abstract

The aim of this thesis on “Plurilingual Acquisition of Language: Early vs Late Bilingualism Comparison. The Bilingual Advantages from a Cognitive and Intercultural / Relational point of view at a Social, Academic and Working level” is that to demonstrate the underneath bilinguals’ advantages over monolingual people and, specifically, those of the so-called “early” bilinguals over the “late” ones. In order to establish such claim, we used an Online Questionnaire as an instrument of investigation among 34 early and late bilingual / plurilingual people. To these ones, hence, 35 questions covering the overall theory on bilingualism’s research have been submitted, such as the process of language acquisition, the different typologies of bilingualism and its main characteristics, the false myths inherent to it and the different typologies of advantages caused by such condition. Nonetheless, the results emerging from the Data Analysis confirmed our expectations and, precisely, highlighted some fundamental points, such as: the prevalence of late bilinguals / plurilinguals in today’s society, the overall bilinguals’ minor difficulties in learning subsequent languages, thus having major possibilities at all levels of society plus a positive influence on education / school achievement / professional career and, in conclusion, the major advantages experienced by early bilinguals (over late bilinguals) at all cognitive / intercultural / relational / social / academic and working levels.