EFFECTS OF SECOND LANGUAGE ACQUISITION ON THE DEVELOPMENT OF EARLY LEARNERS: ACADEMIC, COGNITIVE, AND LINGUISTIC PROCESSES

Abstract

This study investigates the relationship between second language acquisition and cognitive development among Pakistani preschool and primary school children aged 2–8 years. Drawing on theories of bilingualism and cognitive development, the research examines whether learning English as a second language contributes to improvements in verbal, perceptual, and quantitative skills. A quantitative research design was employed using a questionnaire administered to parents and teachers of children enrolled in preschools and primary schools across Pakistan. The study utilized the McCarthy Scales of Children’s Abilities (MSCA) as its theoretical framework and assessment basis. Data from 150 respondents were analyzed using correlation and regression techniques. Reliability analysis indicated acceptable internal consistency (Cronbach’s Alpha = .763). The regression model revealed that child quantitative skills significantly predicted linguistic development (β = .255, p = .003), whereas verbal and perceptual skills did not show significant effects. The model explained 6.2% of the variance in linguistic development, suggesting the influence of additional factors not included in the framework. Findings support the view that bilingualism and second language learning can positively contribute to cognitive development, particularly in quantitative reasoning, while also enhancing children's adaptability, analytical thinking, and language awareness over time. The study highlights the importance of supporting bilingual education and maintaining home languages alongside English learning in early childhood. Limitations include the restricted geographical coverage, relatively small sample size, and cross-sectional design. Future research should employ longitudinal approaches to better understand the long-term cognitive effects of bilingualism in children.