Is there a benefit of bilingualism for executive functioning?

Scholars and educators were once concerned that encouraging children to learn more than one language might have adverse cognitive consequences (Darcy, 1953). And for some linguistic capacities (e.g., fluency, vocabulary) this is often true (Bialystok, Craik & Luk, 2012). Unfortunately, such indi...

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Bibliographic Details
Published in:Bilingualism (Cambridge, England) England), 2015-01, Vol.18 (1), p.29-31
Main Author: KLEIN, RAYMOND M.
Format: Article
Language:English
Subjects:
Adult Learning
Advantages
Aging (Individuals)
Bilingualism
Children
Cognitive Psychology
Conflict Resolution
Evidence
Executive function
Fluency
Graduate Students
Information Processing
Inhibition
Laboratory Equipment
Language thought relationship
Linguistics
Meta Analysis
Monolingualism
Older Adults
Older people
Peer Commentaries
Resistance (Psychology)
Sabbatical leave
Sabbatical Leaves
Studies
Young Adults
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Summary:Scholars and educators were once concerned that encouraging children to learn more than one language might have adverse cognitive consequences (Darcy, 1953). And for some linguistic capacities (e.g., fluency, vocabulary) this is often true (Bialystok, Craik & Luk, 2012). Unfortunately, such individual costs might discourage governmental policies that are aimed at fostering multi-lingualism, despite its widely acknowledged societal benefits. Peal & Lambert (1962) helped overcome this concern and through her “myth-dispelling” efforts and prodigious empirical output, Bialystok has pushed the pendulum of opinion in the opposite direction.
ISSN:1366-7289
1469-1841
DOI:10.1017/S1366728914000613