Language Development

Is bilingualism advantageous for children/youth in academics and beyond?

Yes
Article 1:
Ratto, A. B., Potvin, D., Pallathra, A., Saldana, L., & Kenworthy, L. (2020). Child Neuropsychology,
26(7), 917–933. https://doi:10.1080/09297049.2020.1733512

Abstract:
More dual language learners (DLLs) are being identified early with autism spectrum disorder
(ASD). However, many families are still being advised against dual language exposure, despite a
lack of evidence of negative impacts on language development in ASD. Research in typically
developing children has noted advantages for bilinguals in domains such as executive
functioning and social skills, but less is known about the effects in ASD. The present study
evaluated differences in executive functioning and social communication in young children
(n=55) with ASD. Dual-language learners with ASD had significantly fewer parent reported
executive functioning problems and repetitive behaviors; parent-reported social
communication skills were generally comparable across groups. Our findings indicate that the
bilingual advantage in executive functioning may extend to children with neurodevelopmental
conditions.

Article 2:
Woumans, E., Surmont, J., Struys, E., & Duyck, W. (2016). The longitudinal effect of bilingual
immersion schooling on cognitive control and intelligence. Language Learning, 66, 76-
91. https://doi.org/10.1111/lang.12171

Abstract:
Throughout the past century, the effects of bilingualism on general cognition have been
extensively explored. Studies evolved from a negative to a more positive perspective, but
longitudinal assessments of effects of bilingualism are scarce. This study investigated the long-
term effect of becoming a bilingual on the development of general intelligence and cognitive
control. We followed 27 five-year-old children initiating bilingual kindergarten and 27 age-
matched controls enrolled in monolingual kindergarten. The two groups were similar with
regard to socioeconomic status. At baseline, both groups spoke only French and performed
equally on measures of intelligence, cognitive control, and verbal fluency. One year later, all
children were tested again. Results revealed that, after 1 year, both groups improved similarly
on verbal fluency and cognitive control. However, only children attending bilingual kindergarten
improved significantly on intelligence, indicating that cognitive practice gained from acquiring a
second language may improve general cognitive abilities assessed by intelligence tests, outside
the verbal domain.
No
Article 1:
Dick, A. S., Garcia, N. L., Pruden, S. M., Thompson, W. K., Hawes, S. W., Sutherland, M. T.,
Riedel, M. C., Laird, A. R., & Gonzalez, R. (2019). No evidence for a bilingual executive
function advantage in the ABCD study. Nature Human Behaviour, 3, 692-701.
https://doi.org/10.1038/s41562-019-0609-3

Abstract:
Learning a second language in childhood is inherently advantageous for communication.
However, parents, educators and scientists have been interested in determining whether there
are additional cognitive advantages. One of the most exciting yet controversial findings about
bilinguals is a reported advantage for executive function. That is, several studies suggest that
bilinguals perform better than monolinguals on tasks assessing cognitive abilities that are
central to the voluntary control of thoughts and behaviours—the so-called ‘executive functions’
(for example, attention, inhibitory control, task switching and resolving conflict). Although a
number of small- and large-sample studies have reported a bilingual executive function
advantage, there have been several failures to replicate these findings, and recent meta-
analyses have called into question the reliability of the original empirical claims. Here we show,
in a very large sample (n= 4,524) of 9- to 10-year-olds across the United States, that there is
little evidence for a bilingual advantage for inhibitory control, attention and task switching, or
cognitive flexibility, which are key aspects of executive function. We also replicate previously
reported disadvantages in English vocabulary in bilinguals. However, these English vocabulary
differences are substantially mitigated when we account for individual differences in
socioeconomic status or intelligence. In summary, notwithstanding the inherently positive
benefits of learning a second language in childhood, we found little evidence that it engenders
additional benefits to executive function development.

Article 2:
Folke, T., Ouzia, J., Bright, P., De Martino, B., & Filippi, R. (2016). A bilingual disadvantage in
metacognitive processing. Cognition, 150, 119-132.
http://dx.doi.org/10.1016/j.cognition.2016.02.008

Abstract:
Recent research indicating that bilingualism is associated with enhanced executive function
suggests that this enhancement may operate within a broader spectrum of cognitive abilities
than previously thought (e.g., Stocco & Prat, 2014). In this study, we focus on metacognition or
the ability to evaluate one’s own cognitive performance (Flavell, 1979). Over the course of two
experiments, we presented young healthy adult monolinguals and bilinguals with a perceptual
two-alternative-forced-choice task followed by confidence judgements. Results from both
experiments indicated that bilingual participants showed a disadvantage in metacognitive
efficiency, determined through the calculation of Mratio (Maniscalco & Lau, 2014). Our findings
provide novel insight into the potential differences in bilingual and monolingual cognition,
which may indicate a bilingual disadvantage. Results are discussed with reference to the
balance of advantages versus disadvantages associated with multilanguage learning.