EARLY BILINGUALISM AS A GIFT: A SUGGESTED ECLECTIVE LANGUAGE TEACHING MODEL FOR EARLY BILINGUALS

Abstract

Early bilingualism, defined as the acquisition of two languages during formative developmental stages, offers unique opportunities and challenges, particularly for gifted learners. This review article investigates the implications of early bilingualism, emphasizing the cognitive, social, and emotional benefits that bilingual development can confer upon gifted children. It also addresses the challenges these learners encounter, including potential language interference, societal attitudes, and the need for tailored educational support. Furthermore, the article explores the pivotal role of technology in facilitating bilingual education, providing innovative tools and resources that can enhance language learning experiences. By synthesizing current research and offering actionable recommendations, this article aims to equip educators, parents, and policymakers with effective strategies to nurture and support early bilingualism among gifted children, ensuring they thrive in both linguistic and academic domains.