Bilingualism: The good, the bad, and the indifferent*

By Ellen Bialystok. Bilingualism: Language and Cognition, 2009

936 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/216dfa4530b0462c5ec61928af815545a28c088c

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Citations in the corpus

Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, neutral): “Bilingual children show more advanced metalinguistic skills than do monolingual children (Bialystok, 2009; Bialystok & Feng, 2011), and some studies have found bilingual children to have more advanced concepts of print than do monolinguals (Bialystok & Feng, 2011).”
The Routledge handbook of English language teaching (2018, background): “The key to finding the connection between the social and the private is cultural mediation , as humans do not interact directly with their environment but through the mediation of physical and psychological tools.”
Bilingual brain training: A neurobiological framework of how bilingual experience improves executive function (2012, background): “Bilingualism, executive functions, learning, prefrontal cortex, basal ganglia, striatum, inhibition, shifting It is well known that bilingual individuals outperform monolinguals in a number of tasks involving executive function (e.g., Bialystok, 1998, 1999, 2004, 2009).”
Are there bilingual advantages on nonlinguistic interference tasks? Implications for the plasticity of executive control processes (2011, background): “This type of theoretical perspective has been developing in the literature, although somewhat vaguely ( Bialystok, 2009a; Bialystok & Craik, 2010), but the bare bones of it are evinced nicely by Luk et al. (2010): “Unlike the bilinguals, monolinguals did not respond to facilitation and suppression ”
There is no coherent evidence for a bilingual advantage in executive processing. (2013, neutral): “In a review article discussing the bilingual advantage in EP Bialystok (2009) noted that ‘‘all the research reported in these studies was based on individuals who were fully bilingual and used both languages regularly (often daily) to a high level of proficiency’’ (p. 9).”
Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism (2011, background): “Cross-linguistic interactive effects in bilinguals have been well documented in cognitive processing (e.g., Bialystok, 2009) and linguistic processing at different levels (e.g., van Hell & Dijkstra, 2002, for the bilingual mental lexicon; Hernandez, Bates, & Avila, 1994, for sentence processing;…”
Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers (2018, background): “Research has further shown that bilingualism might confer some cognitive advantages to executive functions (e.g. Bialystok, 2009; Bialystok, Craik, & Luk, 2012).”
The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “Furthermore, DLLs have a unique opportunity to become proficient bilinguals as adults and enjoy the attendant cognitive, social, and economic benefits (Bialystok, 2009).”
Examining the effects of active versus inactive bilingualism on executive control in a carefully matched non-immigrant sample (2015, neutral): “However, to reduce the potentially confounding effects of lexical processing differences between bilinguals and monolinguals (cf., Bialystok, 2009), bilingual-monolingual differences have mainly been explored in non-verbal interference suppression tasks.”
The representation of emotion vs. emotion-laden words in English and Spanish in the Affective Simon Task (2011, background): “In recent years, much of the support for this assumption has come from research where the Simon Task has been used in bilingual populations (see Bialystok, 2001, 2009, for reviews).”
Narrative production in monolingual and bilingual children with specific language impairment (2015, background): “Though there are still critical gaps in our knowledge regarding the specific nature of the cognitive control benefits in TD bilingual children (and more so in bilingual children with SLI), a number of studies have provided evidence in favor of enhanced inhibition and cognitive flexibility (Bialystok”
Inhibitory control predicts language switching performance in trilingual speech production* (2011, background): “There is also a growing body of research showing that a lifetime of experience being bilingual incurs cognitive benefits, with bilingual children and aging adults outperforming their age-matched monolingual counterparts on inhibitory control tasks (Bialystok, 2009).”
The (Il)Logical Problem of Heritage Speaker Bilingualism and Incomplete Acquisition (2012, background): “Bialystok’s work (2009) showing advantages for bilinguals in other cognitive domains adds credence to this position.”
Premises of multi-competence (2016, background): “(Lambert 1990, pp. 203–204) An alternative is that, rather than one language being activated, the other language is turned off, as in the Inhibitory Control Model (Green 1998), leading to the emphasis on executive control in contemporary bilingualism research (Bialystok 2009).”
The effect of bilingualism on creativity: Developmental and educational perspectives (2013, background): “Research by Bialystok (2001, 2005, 2009) has pointed to an advantage among bilingual children in developing control processes and in processing complex stimuli in tasks that require executive processing for conflict resolution, including switching and updating, even when no inhibition appears to be…”