The bilingual [dis]advantage

ABSTRACT Most assessments of cognitive abilities are language bound (e.g., directions presented orally or written), even when not assessing linguistic ability. Understanding the relationship between bilingual language acquisition and outcomes on tests of cognitive abilities is critical, given the reliance on intelligence assessment for learning disability accommodations and intellectual disability diagnoses. Research has been mixed regarding the presence of a bilingual advantage or disadvantage on cognitive performance. Thus, the purpose of this review is to examine differences between several types of language users (i.e., early/late, simultaneous/sequential, English dominant / Spanish dominant/balanced), focusing on the relation between level of language acquisition and use and implications for outcomes on tests of cognitive abilities. To conduct the systematic review, guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used (Liberati et al., 2009). Fifty-two articles met eligibility criteria and are included in this review. Results from the systematic review suggest that bilinguals perform differently than monolinguals in several domains and may be considered neurologically unlike monolinguals. The paper concludes by advocating for the need for appropriate assessment instruments and norms specific for bilingual speakers, as currently available measures cannot reliably and accurately differentiate monolinguals with a language impairment from typically developing bilinguals.

• Publication year

  2020

• Venue

  Language and Cognition

• Publication date

  2020-01-22

• Fields of study

  Linguistics, Psychology

• Identifiers
  DOI 10.1017/langcog.2019.43
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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