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The Cognitive Development of Young Dual Language Learners: A Critical Review
Raluca Barac1, Ellen Bialystok2, Dina C Castro3
1York University, 4700 Keele Street, Behavioral Science Building, room 101, Toronto, M3J 1P3, Canada barac@yorku.ca ;
Early Childhood Research Quarterly
|October 7, 2014
Summary
Bilingual children show varied cognitive development, with research revealing robust findings in some areas and inconclusive results in others. This review highlights key variables and identifies gaps for future study in dual language learning.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Linguistics
Background:
- Dual language exposure and bilingualism are increasingly common for children globally.
- Understanding the cognitive impacts of bilingualism is crucial for educational and developmental support.
- Existing research presents a complex picture of cognitive development in bilingual children.
Purpose of the Study:
- To synthesize existing research on cognitive development in bilingual children.
- To identify gaps and methodological concerns in the current body of literature.
- To provide a foundation for future research directions.
Main Methods:
- Conducted a comprehensive literature search of major databases.
- Focused on peer-reviewed articles published between 2000 and 2013.
- Included studies on typically-developing, preschool-age dual language learners.
Main Results:
- Evidence suggests robust findings in certain cognitive areas for bilingual children.
- Other areas of cognitive development show inconclusive or mixed results.
- Identified key variables that influence cognitive performance in dual language learners.
Conclusions:
- The cognitive development of bilingual children is multifaceted, with varying research support.
- Methodological limitations and research gaps necessitate further investigation.
- Future research should address identified limitations to advance understanding of bilingual cognitive development.
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