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The bilingual [dis]advantage

Published online by Cambridge University Press:  22 January 2020

CASSANDRA BAILEY ,
AMANDA VENTA  and
HILLARY LANGLEY
CASSANDRA BAILEY*
Affiliation:
Sam Houston State University
AMANDA VENTA
Affiliation:
Sam Houston State University
HILLARY LANGLEY
Affiliation:
Sam Houston State University
*
[*] Correspondence concerning this paper should be addressed to Cassandra Bailey, Department of Psychology, Sam Houston State University, Huntsville, TX 77341. E-mail: cab115@shsu.edu
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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.

Keywords

bilinguallanguage developmentSpanish/Englishcognitive assessmentneurobiology

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Language and Cognition , Volume 12 , Issue 2 , June 2020 , pp. 225 - 281
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© UK Cognitive Linguistics Association, 2020

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