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There are different factors that can go into children's language and cognitive development. One being, having monolingual parents. Then within that area there are other factors that play a role as well. Our research thought us about different factors. Factors like, self-regulation, dominant language, socioeconomic status, immigration status, vocabulary, language preference, auditory perception, bilingualism, language proficiency, and home language. These studies showed us different outcomes a child can have. Here we show you a couple of the main points. Pay close attention! There's a POP QUIZ.

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DLL and Self-Regulation in Early Childhood (Guirguis and Antigua, 2017)

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DLL and Self-Regulation in Early Childhood (Guirguis and Antigua, 2017)

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-Cognitive= Self-regulation
-Benefits of free-play
-Use of native language
-Self-regulation
-Emotions
-PSRA
-Growth in bilingual population
-Language barriers
-Delays
-Teacher involvement
-Parent involvement

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Self-Regulation and Language Development (Hanno and Surrian, 2019)

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Self-Regulation and Language Development (Hanno and Surrian, 2019)

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-EF/EC
- Dominant language of parents
-Self-regulated skills
-DLL's
-Monolinguals
-Socioeconomic status of parents and children
-Immigrant parents of DLL students
-Program for parents
-Teacher involvement

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Development of Vocabulary in Toddlerhood (Kim, Im, and Kwon, 2015)

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Development of Vocabulary in Toddlerhood (Kim, Im, and Kwon, 2015)

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-HLE
-Oral language
-Socioeconomic status
-Parent/Teacher involvement

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Bilingual Children's Preference on Accent (DeJesus, Hwang, Dautel, and Kinzler, 2017)

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Bilingual Children's Preference on Accent (DeJesus, Hwang, Dautel, and Kinzler, 2017)

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-Native accents
-Social structures
-Cultural Experiences
-Children choose tend to follow social groups
-Dominant language

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Auditory Perception on Infants' Speech During First Year of Life (Zhao and Kuhl, 2017) 

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Auditory Perception on Infants' Speech During First Year of Life (Zhao and Kuhl, 2017) 

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-Native Language
-Non-Native Language
-Motherese/Parentese
-Introduction of native language
-Phonetic cues

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- is  learning two languages harder than one?
- results (picture at the bottom) show that more monolingual children had high school diplomas, a little more monolingual children had 2 year degrees, more bilingual children had BA/BS, and about the same had an advanced degree
- results also showed that for CDI vocabulary monolingual students had higher numbers and for CDI sentence complexity, they were about the same, but monolingual  was still above bilingual children

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- ACQUISITION IS RELATED TO EXPOSURE
- the more exposure the more advantage in acquisition
- when one language is dominant, you will have problems with the other language
- in some bilingual cases, child will not gain full mastery of both languages

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Language proficiency (Bialystok and Feng, 2010)

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Language proficiency (Bialystok and Feng, 2010)

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- bilinguals showed lower scores on vocabulary test than monolinguals
- bilingual recalled more words
- verbal performance and memory
- bilinguals are weaker in proficiency but better in performance

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Home language environment (Scheele and Leseman, 2009) 

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Home language environment (Scheele and Leseman, 2009) 

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- immigrant children have to juggle learning two languages
- socioeconomic status
- skills are related to experience at home
- home literacy activities such as shared book reading and conversations
- happen less in low economic status homes
- positives and negatives of bilingualism
- positives: vocabulary often exceeds monolinguals, cognitive advantages
-negatives: competitive time for language learning, low income- limited support for their L1 language

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Spanish- English (Hammer, Komaroff, Rodriguez, Lopez, Scarpino, and Goldstein, 2012) 

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Spanish- English (Hammer, Komaroff, Rodriguez, Lopez, Scarpino, and Goldstein, 2012) 

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- show different abilities in both languages
- ACQUISITION IS RELATED TO EXPOSURE
- frequency
- exposure isn't enough
- the younger they come to the US the better fluency they have in English
- age is key
- usage
- parents education is associated with vocabulary, language, reading and writing

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Without a doubt, different factors go into a child's language and cognitive development.  Having parents who only speak one language limits children in some aspects. It limits them in things like sentence complexity and exposure to another language. If you are an only child, and your first language is something other than English, then you won't get much practice. The only time you would practice English would be at school. Children have a hard time with self-regulation, which is when they have control over their emotions and self-control. When it comes to language development, having two languages, the children lean to the native language of the place they are in, which in this case would be English. Having parents who only speak one language affect children's language and cognitive development in a negative way.

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https://create.kahoot.it/share/display-board-project/e1269d81-b2af-4bc7-b617-a2a1bcdfbe1d

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Bialystok, E., & Feng, X. (2009). Language proficiency and executive control in proactive interference: Evidence from monolingual and bilingual children and adults. Brain and Language, 109(2-3), 93–100. doi: 10.1016/j.bandl.2008.09.001

DeJesus, J. M., Hwang, H. G., Dautel, J. B., & Kinzler, K. D. (2017). Bilingual children’s social preferences hinge on accent. Journal of Experimental Child Psychology, 164, 178–191.

Gathercole, V. C. M., & Thomas, E. M. (2009). Bilingual first-language development: Dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12(2), 213–237. doi: 10.1017/s1366728909004015

Guirguis, R., Antigua, K. C., & Lee, J. (2017). DLLs and the development of self-regulation in early childhood. Cogent Education, 4(1), N.PAG.

Hammer, C. S., Komaroff, E., Rodriguez, B. L., Lopez, L. M., Scarpino, S. E., & Goldstein, B. (2012). Predicting Spanish–English Bilingual Children’s Language Abilities. Journal of Speech, Language, and Hearing Research, 55(5), 1251–1264. doi: 10.1044/1092-4388(2012/11-0016)

Hanno, E., & Surrain, S. (2019). The Direct and Indirect Relations Between Self-Regulation and Language Development Among Monolinguals and Dual Language Learners. Clinical Child & Family Psychology Review, 22(1), 75–89.

Hoff, E., & Elledge, C. (2005). Bilingualism as One of Many Environmental Variables that Affect Language Development. Florida Atlantic University, 5.

Kim, S., Im, H., & Kwon, K.-A. (2015). The Role of Home Literacy Environment in Toddlerhood in Development of Vocabulary and Decoding Skills. Child & Youth Care Forum, 44(6), 835–852.

Scheele, A. F., Leseman, P. P. M., & Mayo, A. Y. (2009). The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31(1), 117–140. doi: 10.1017/s0142716409990191

Zhao, T., & Kuhl, P. (2016). Effects of enriched auditory experience on infants’ speech perception during the first year of life. Prospects (00331538), 46(2), 235–247.