Literature review

Bilingualism has been a topic of much interest in recent years, with studies
showing that bilingual children have cognitive advantages over their monolingual
peers. For instance, Bialystok (2018) found that bilingual children outperform
monolinguals on tasks testing executive functioning. However, other studies
have not revealed any effect of bilingualism (Gunnerud et al., 2020). Moreover,
Blom et al. (2017) conducted a study comparing three groups of bilingual
children in the Netherlands with a monolingual control group. The study aimed to
test whether the bilingual cognitive advantage is modulated by the
sociolinguistic context of language use. The results showed that bilingual
children outperformed monolinguals on selective attention, with the cognitive
effect of bilingualism being most present in the Frisian-Dutch group and in a
subgroup of migrant children who were relatively proficient in Polish. These
findings suggest that the cognitive effects of bilingualism may be influenced by
the sociolinguistic context in which the children are raised. In the same note, Yow
and Li (2015) propose that balanced bilingualism and an early age of second
language acquisition may be underlying mechanisms of a bilingual executive
control advantage. This highlights the importance of variations in bilingual
experiences and proficiency levels in shaping the cognitive advantages
associated with bilingualism.
Islamic religious education plays a strategic role in strengthening
character education in the era of industrial revolution 4.0. Bein (2011) discusses
the role of Islamic education in moral and ethical development, highlighting the
significance of traditional teachings and the preservation of religious values. The
findings suggest that Islamic education serves as a guardian of tradition while
also being an agent of change. Future research could delve deeper into the
adaptive strategies used within Islamic education to address contemporary
challenges and societal changes. Meanwhile Bakken, Brown, and Downing (2017)
emphasize the long-term benefits of early childhood education, which extend to
various aspects of children's development. Islamic education, as a component of
early childhood education, contributes significantly to these long-term benefits.
The incorporation of Islamic teachings and values in early childhood education
programs can lead to positive outcomes in children's cognitive, social, and
emotional development. In addition, according to Taufik (2020), Islamic
education is essential in instilling Islamic principles and values in individuals. The
study highlights the importance of Islamic religious education in shaping the
character of individuals and fostering moral development. This emphasizes the
significance of integrating Islamic principles and values into educational systems
to promote ethical conduct and spiritual growth (Taufik, 2020). Furthermore,
Ikhwan et al. (2020) emphasize the revitalization of Islamic education teachers in
the development of student personality. This underscores the crucial role of
educators in imparting Islamic principles and values to students, thereby
influencing their personal and moral development. It is worth to note too that
integrating Islamic values and science for millennial students' learning using
seamless mobile media is another approach that has been explored by Fahyuni
et al. (2020). This study sheds light on the potential for integrating technology
and religious values in educational practices, which can be adapted to assist
bilingual children with Islamic education.
 From the different perspective, the significance of Islamic education for
bilingual children is an area of growing interest and importance, particularly in
the context of diverse cultural and linguistic backgrounds. While there is a
substantial body of research on bilingual education and its effects, the specific
focus on Islamic education for bilingual children is relatively limited. Bialystok
(2018) provides a comprehensive review of the effects and consequences of
bilingual education for young children. However, the significance of Islamic
education is not directly addressed in this study. Similarly, Veliyeva (2015)
discusses bilingualism in education but does not delve into the specific
significance of Islamic education for bilingual children. The study by Ware (2014)
on Islamic education, embodied knowledge, and history in West Africa also does
not directly address the significance of Islamic education for bilingual children.
The absence of research on this specific topic highlights a significant knowledge
gap in literature. In the context of bilingualism and language development, Dixon
et al. (2012) explore the home and community factors influencing bilingual
children's ethnic language vocabulary development. While this study contributes
to our understanding of bilingualism, it does not specifically address Islamic
education as a factor in bilingual language development. The findings from the
existing literature underscore the need for further research on the significance of
Islamic education for bilingual children. Given the increasing diversity of
linguistic and cultural backgrounds in educational settings, understanding the
role of Islamic education in bilingualism and its impact on children's language
development is essential. Future research in this area should aim to address the
following knowledge gaps. Firstly, studies should investigate the specific effects
of Islamic education on bilingual children's language acquisition and proficiency.
Additionally, examining the influence of Islamic education on the cultural and
religious identity of bilingual children is crucial for a comprehensive
understanding of this topic. Furthermore, research should explore the
intersection of Islamic education with broader educational policies and practices,
particularly in multicultural and multilingual educational contexts. Understanding
how Islamic education can be integrated into bilingual education programs and
curricula is essential for promoting inclusive and effective educational practices
for bilingual children from Islamic backgrounds.

Reference

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