A cross-sectional developmental approach to bilingualism: Exploring neurocognitive effects across the lifespan

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“…This process requires executive functions on the part of the brain, thus strengthening the abilities of planning, organising, and controlling (Gonzalez-Barrero and Nadig, 2019; Iarocci et al, 2017; Ratto et al, 2020; Romero and Uddin, 2021; Sharaan et al, 2021). However, the literature on this topic appears controversial, with some studies claiming sure positive effects on cognitive ability enhancement, and others arguing the need for further investigation, as more evidence is required to confirm the beneficial outcomes of bilingualism/plurilingualism on cognitive performance (see Filippi and Bright, 2023). Confusion and controversial positions on the topic in question are also generated by the lack of a universally accepted definition regarding the concept of bilingualism itself, starting from the distinction between bilingualism and plurilingualism, in that sometimes bilingualism is considered in the strict sense of competence in 'just two languages', others in the more general meaning of 'more than one language'.…”

Teaching Bilingually: Unlocking the Academic and Cognitive Potential—Teachers’ Insights

“…With regard to the residual skepticism surrounding bilingual education, research illustrates that while bilingual education's cognitive benefits are supported by neuroscientific evidence indicating changes in the brain's executive control networks, this does not consistently manifest as improved behaviour [46]. This divergence underscores the complex interplay between teaching practices and learner outcomes in bilingual contexts.…”