Does working memory independently influence language development in bilingual children? A 30-year reflection.

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Linguistics

Background:

• Harrington (1992) proposed working memory as a constraint on adult second language acquisition, requiring further evidence.
• Thirty years of research have advanced the study of working memory in bilinguals, particularly children.
• Recent work increasingly examines language's influence on working memory, shifting focus from the original hypothesis.

Purpose of the Study:

• To review advances in working memory research concerning bilingual language development over 30 years.
• To examine theoretical and methodological shifts that disentangle language and working memory.
• To discuss implications for bilingual children, including those with developmental language disorder.

Main Methods:

• Review of empirical studies on working memory in bilingual language development.
• Analysis of theoretical and methodological advancements in the field.
• Examination of case studies involving bilingual children with developmental language disorder.

Main Results:

• Significant progress in understanding the interplay between working memory and bilingualism.
• Emerging evidence suggests language acquisition may shape working memory capacity.
• Working memory constraints are implicated in language weaknesses of bilingual children with developmental language disorder.

Conclusions:

• Continued research is needed to unify findings across diverse bilingual populations (children, adults, typical, and atypical learners).
• A nuanced understanding requires considering bidirectional influences between language and working memory.
• Working memory remains a critical area for investigating bilingual language development and disorders.