Relationships between self-reflection ability and social adjustment among mono and bilingual children
DOI:
https://doi.org/10.12697/eha.2014.2.1.07Keywords:
self-reflection ability, bilingualism, social and psychological adjustmentAbstract
Üks võrdlemisi vähe koolis tähelepanu saanud tegur, mis tõenäoliselt on seotud psühhosotsiaalse toimetulekuga, seostub lapsele kättesaadavate keeleliste vahenditega, sealhulgas võimega mitmekesiseid sotsiaalseid situatsioone ja iseend nendes paindlikult reflekteerida. Enesepeegeldus- ja eneseanalüüsioskus on uuringute põhjal seotud paremate suhete ja subjektiivse heaoluga. Iseäranis suurt huvi võiks see omadus pakkuda mitmekeelsuse kontekstis ehk laste puhul, kes on sotsialiseeritud korraga mitmesse keelekeskkonda ning peavad sotsiaalses kontekstis end sageli võõrkeeles väljendama. On leitud, et mitmekeelsetel õpilastel esineb sotsiaalse ja akadeemilise kohanemisega seotud arengulisi erinevusi võrreldes nende laste rühmadega, kes õpivad oma emakeeles. Sealjuures avaldab mitmekeelsus lapse toimetulekule kahetist mõju: mõnedes uurimustes on mitmekeelsetel täheldatud vähem probleemkäitumisi ning kiiremat kognitiivset ja lingvistilist arengut, kuid ka suuremat akadeemilise mahajäämuse riskirühma sattumise tõenäosust ning akulturatsiooniprobleeme. Negatiivsed tulemid võivad olla muu hulgas seotud eneserefleksioonivõime teistsuguse arenguga mitmekeelses kontekstis. Siinses uurimuses leiti, et enesepeegeldusoskus on erinevate kognitiivsete võimetega seotud omadus ning parema enesepeegeldusvõimega lastel on paremad sotsiaalse ja psühholoogilise heaolu näitajad. Samuti ilmnes, et mitme- ja ühekeelsete laste enesepeegeldusvõime areng on erinev, ent erinevus vanuse kasvades kaob. Indiviiditasandi analüüsid osutasid, et enesepeegeldusvõime näib olevat mitme- ja ühekeelsete laste rühmades kohanemisega erinevalt seotud.
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