Abstract

Saudi Arabia is one of the countries that encounter the issue of bilingualism due to the spread of private schools that offer programs in different languages. This research is an attempt to investigate the impact of bilingualism on the creative capabilities (Fluency, Flexibility, Originality, Details) of kindergarten children in Riyadh. It aims at identifying the differences in the creative competences among children (monolingual and bilingual) in Saudi Arabia. To achieve the goals of the study, the researcher used the experimental method, as it is convenient to the nature of the study. She used the scale of Torrance of creative capacity in order to identify the creative abilities of children. The sample was randomly chosen and divided into two groups: the bilingual group (n = 40), and the control monolingual group (n = 40). Results showed that there were statistically significant differences at (α = 0.05) between the mean scores of monolingual kindergarten children and the mean scores of bilingual kindergarten children in some creative capabilities in favor of monolingual children of the study. In light of the findings, the researcher recommended the need of resolving the controversy over the issue concerning when children can start to learn a foreign language.

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