The hot debate concerning the bilingual cognitive advantage is still ongoing. Numerous studies have found effects of bi- or multilingualism on cognitive abilities (dubbed 'bilingual effect' or 'bilingual advantage'): Children who grow up bilingually show higher working memory capacities, language awareness, and better cognitive control than monolingual children. Some researchers, however, have subsequently challenged the bilingual advantage hypothesis either on the grounds of possible publication biases, methodological flaws or due to the increasing number of studies reporting mixed or null results when comparing cognitive performance of mono- and bilingual children. The current debate seems to have turned from an initial search for the diverse skills in which bilingual children outperformed monolingual peers to current and focused attempts to understand the crucial factors modulating the bilingual advantage. Among these are the degree of bilingualism and the instructional contexts (in particular monolingual schools vs. immersion schools). Recent studies indeed reported positive effects for young learners in immersion programs. L2 attainment in such programs is much higher than in regular EFL programs, but not comparable, in general, with simultaneous bilinguals. Hence, the degree of L1/L2 mastery necessary for such effects to occur in sequential bilingualism is still an entirely open question.
S058
14.30-15.05 Esli Struys (key)
15.05-15.25 Arnaud Szmalec
15.25-15.45 Anahita Shokrkon, Elena Nicoladis
15.45-16.05 Martin Koch, Kristin Kersten
16.30-17.10 Adam Winsler (key)
17.10-17.30 Mila Schwartz
17.30-17.50 Sophia Czapka, Julia Festman
17.50-18.00 Discussion
The hot debate concerning the bilingual cognitive advantage is still ongoing. Numerous studies have found effects of bi- or multilingualism on cognitive abilities (dubbed 'bilingual effect' or 'bilingual advantage'): Children who grow up bilingually show higher working memory capacities, language awareness, and better cognitive control than monolingual children. Some researchers, however, have subsequently challenged the bilingual advantage hypothesis either on the grounds of possible publication biases, methodological flaws or due to the increasing number of studies reporting mixed or null results when comparing cognitive performance of mono- and bilingual children. The current debate seems to have turned from an initial search for the diverse skills in which bilingual children outperformed monolingual peers to current and focused attempts to understand the crucial factors modulating the bilingual advantage. Among these are the degree of bilingualism and the instructional contexts (in particular monolingual schools vs. immersion schools). Recent studies indeed reported positive effects for young learners in immersion programs. L2 attainment in such programs is much higher than in regular EFL programs, but not comparable, in general, with simultaneous bilinguals. Hence, the degree of L1/L2 mastery necessary for such effects to occur in sequential bilingualism is still an entirely open question.
S058
14.30-15.05 Esli Struys (key)
15.05-15.25 Arnaud Szmalec
15.25-15.45 Anahita Shokrkon, Elena Nicoladis
15.45-16.05 Martin Koch, Kristin Kersten
16.30-17.10 Adam Winsler (key)
17.10-17.30 Mila Schwartz
17.30-17.50 Sophia Czapka, Julia Festman
17.50-18.00 Discussion
Room 1 AILA 2021 aila2021@gcb.nl
Esli Struys
Arnaud Szmalec
Anahita Shokrkon
Martin J. Koch
Kristin Kersten
Adam Winsler
Mila SchwartzTechnical Issues?
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