Journal Critique — The effect of bilingualism on creativity Developmental and Educational Perspectives By Mark Leikin

JournalCritique — Theeffect of bilingualism on creativity: Developmental and EducationalPerspectivesBy Mark Leikin

JournalCritique — Theeffect of bilingualism on creativity: Developmental and EducationalPerspectivesBy Mark Leikin (2012)

Thearticle by Leikin (2012) presents finding of a study that examinedthe potential effects of bilingualism on the creativity of solvingboth mathematical and non-mathematical problems in the young,monolingual, and bilingual preschool children. The study alsoinvestigates an additional factor — the form of bilingual learning.In this regard, the study categorized the participants into threegroups. The first group comprised of 13 bilingual, Kindergartenchildren speaking both Russian and Hebrew. The second group consistedof 10 bilingual, Kindergarten children speaking Hebrew. The lastcategory consisted of 14 monolingual children speaking Hebrew,attending monolingual kindergarten. The participants were asked toperform Picture Multiple Solution to gauge their general creativity,and Creating Equal Number task to assess their creativity inmathematics. The study reports that both early bilingualism andcontinued provision of bilingual education have a significant impacton influencing the mathematical and general creativity of children.The article finds an important difference between creativeachievements of bilingual kindergarten and monolingual children, withbilingual kindergarten exhibiting favorable results. Therefore, thestudy proceeded to conclude that the findings are a confirmation ofthe hypothesis that bilingual and monolingual development has asignificant impact on the creative achievements of children, furtherrecommending the need for education systems to favor bilingualismlearning.

Certainly,the article by Leikin (2012) is of great relevance to thecontemporary society. This view follows from the fact that theeducationists are grappling with the question of how education couldbe to maximize the potential of the learners to fit into thedemanding knowledge economy, which lays emphasis on creativity inhuman resources, considering it as a driver and catalyst ofsustainable development. Indeed, the evolution of the world has beenaccompanied by a myriad of challenges, which players assert can onlybe effectively resolved through innovativeness. Interestingly, thesource of the advocated innovativeness is creativity. At the sametime, the subject discussion comes in the backdrop of concerns thatthe contemporary education practices are limited at assuringdesirable outcomes because they are producing learners with rotememory, rather than who endeavor creativity. Therefore, the findingsby Leikin (2012) advance the discussion on how education could bebest reformed and streamlined with the knowledge economy.

Thequestion of whether the results are valid is perhaps one of thepertinent issues and relates to the question of its ability to informpractice. This issue requires one to consider various elements of thereported study findings. Firstly, is the study current? Secondly,does the study present statistical evidence? Thirdly, does the studyback itself with candid discussions with theory and discussions inliterature? A look at the article reveals that the findings satisfyvarious elements of validity implied by the questions. The study wasresearched and published within the last four years, implyingassertions mirror the contemporary practice issues. The author alsopresents the scientific evidence (statistical data), which issummarized in tables and figures. In synthesizing the results, theauthor supports his findings with theory and views from recenttrustworthy materials peer reviewed materials such as journals.

Inconclusion, the article by Leikin (2012) presents findings of a studythat sought to examine the potential effects of bilingualism on thecreativity of solving both mathematical and non-mathematicalproblems, focusing on the young, monolingual, and bilingual preschoolchildren. Its area of interest is relevant to the contemporarysociety, while the findings are valid because they are not onlyrecent but also present statistical evidence and backs its synthesiswith theory and discussion of peer reviewed sources. In this regard,it is plausible to recommend the need to encourage schools to teachmore than one language because to increase creativity among learners

References

Leikin,M. (2012). “The effect of bilingualism on creativity: Developmentaland educational perspectives”. InternationalJournal of Bilingualism17: 431