A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism

Adesope, Olusola; Lavin, Tracy; Thompson, Terri Ann; Ungerleider, Charles

doi:10.3102/0034654310368803

Cited by 930 publications

(721 citation statements)

References 98 publications

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“…Since Peal and Lambert (1962), a considerable body of data has been collected suggesting that bilingualism and multilingualism have a number of positive cognitive effects, such as increased metalinguistic and metacognitive awareness, stronger problem-solving skills and greater attentional control (Jessner 2018, this volume;Adesope et al 2010). A meta-analysis of 63 studies involving approximately 6,000 participants shows several positive cognitive effects in favour of bilingualism, where attentional control produced the largest effect (Adesope et al 2010, 228f).…”

Section: Some Cognitive and Linguistic Effects Of Being Multilingualmentioning

confidence: 99%

“…It is important to note that researchers who find cognitive benefits have focused mostly on balanced bilinguals functioning at high levels (Adesope et al 2010;Baker 2006;Bialystok and Poarch 2014). By the threshold hypothesis, Cummins (1976) states that learners must develop both languages at an age-appropriate level (high level) to have cognitive advantages over monolinguals.…”

Section: Some Cognitive and Linguistic Effects Of Being Multilingualmentioning

confidence: 99%

“…The meta-analysis of Adesope et al (2010) suggests that the early onset of L2 is more likely to be associated with greater metalinguistic and metacognitive awareness (229). Adesope et al (2010, 231) call for investigations on correlates of bilingualism within educational contexts and how students and their teachers may capitalise on these advantages.…”

Section: Some Cognitive and Linguistic Effects Of Being Multilingualmentioning

confidence: 99%

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Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Some Cognitive and Linguistic Effects Of Being Multilingualmentioning

confidence: 99%

Section: Some Cognitive and Linguistic Effects Of Being Multilingualmentioning

confidence: 99%

Section: Some Cognitive and Linguistic Effects Of Being Multilingualmentioning

confidence: 99%

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Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…The extent of the lack of replicability of findings is not known, given that null results tend not to be published (Adesope, Lavin, Thompson, & Ungerleider, 2010;de Bruin, Treccani, & Della Sala, 2015). It is therefore impossible to draw a conclusion based on the balance between results and null results.…”

Section: Introductionmentioning

confidence: 99%

Identifying a Threshold for the Executive Function Advantage in Bilingual Children

Cat

Gusnanto

Serratrice

2017

Stud Second Lang Acquis

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The literature exploring the executive function correlates of bilingualism is vast, but to date, few studies have concentrated on children, for whom the bilingual advantage appears even more inconsistent than for adults. We investigate a highly heterogeneous group of children (in terms of bilingual experience and socio-economic status) and identify the critical threshold of bilingual experience from which an advantage can be observed at group level. The modeling methods adopted allow the use of fine-grained, continuous factors for age and socio-economic status, thereby effectively controlling for their effect and isolating the specific effect of bilingual experience. We pioneer the use of Cox Proportional Hazard regression to analyze performance in the Simon task. This allows the modeling of all data points without transformation nor outlier removal, and captures both accuracy and reaction time within the same analysis, while also being able to handle multiple predictor variables.

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“…Benefits for the plurilingual individual include: linguistic benefits, not only in relation to being able to access information and communicate with others in a range of languages (Odoyo Okal, 2014), but also from enhanced competence and sensitivity in using all of their linguistic repertoire appropriately (e.g. Baker, 2000;Datta, 2000;Li Wei, 2011;Tse, 2001); enhanced cognitive skills, such as cognitive flexibility, concept formation, openness to diverse ways of expressing ideas, increased attentional control and working memory (Adesope et al, 2010;Bialystok, 2001;Bialystok et al, 2004;Pavlenko, 2005;Peal & Lambert, 1962); intercultural awareness, including critical awareness of their own cultural assumptions and acceptance of different perspectives (e.g. Curtain & Dahlberg, 2004); health benefits, such as delaying age-related dementia (e.g.…”

Section: From a Monolingual To A Plurilingual Habitusmentioning

confidence: 99%

Towards a plurilingual habitus: engendering interlinguality in urban spaces

Lamb

2015

International Journal of Pedagogies and Learning

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This chapter focuses on the potential of the multilingual city to create spaces in which monolingual hegemonies may be challenged, inclusive, intercultural values may be nurtured, and plurilingualism may be valorized. Following a contextualisation of linguistic diversity in theories of globalisation and superdiversity, the chapter addresses discourses of deficit and power, arguing that the problematisation of multilingualism and pathologisation of plurilingualism reflect a monolingual habitus. Bringing about a shift towards a plurilingual habitus requires a Deep Approach, as it involves a critical revaluing of deep-seated dispositions. It suggests that the city offers spaces, which can engender interlinguality, a construct that includes interculturality, criticality and a commitment to creative and flexible use of other languages in shared, pluralistic spaces. It then proposes critical, participatory and ethnographic research in three multidimensional spaces: the urban school and a potential interlingual curriculum; networks, lobbying for inclusive policy and organising celebratory events in public spaces; and grassroots-level local spaces, some created by linguistic communities to exercise agency and maintain their languages and cultures, and some emerging as linguistically hybrid spaces for convivial encounter.

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A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism

Cited by 930 publications

References 98 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Identifying a Threshold for the Executive Function Advantage in Bilingual Children

Towards a plurilingual habitus: engendering interlinguality in urban spaces

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