Balanced Bilingualism: A Review of Research and Implications
Abstract
This article reviews research on the effects of balanced bilingualism, defined as the ability to use two languages with equal proficiency across various domains. The review focuses on research in three areas: cognitive, linguistic, and educational. Cognitive research suggests that bilingualism has both positive and negative effects on the cognitive abilities of bilinguals, including executive function and memory, with the effects varying by language proficiency and age. The linguistic research suggests that bilinguals can switch between languages and use one language to support the other. Finally, the educational research suggests that bilingualism can have both positive and negative effects on educational outcomes, depending on the specific educational context. Implications for the development of balanced bilingualism are discussed.
Introduction
Bilingualism is the use of two languages in everyday life (Grosjean, 1982). Bilinguals are able to understand, produce, and use two languages with some degree of fluency. Balanced bilinguals have equal functional proficiency in both languages (Wei, 2016). Balanced bilingualism has become an increasingly popular phenomenon for individuals of all ages and backgrounds. As the world becomes increasingly globalized, the ability to communicate effectively in two languages is a valuable asset in both education and the workplace. Therefore, it is important to understand the implications of balanced bilingualism.
The purpose of this article is to review the research on balanced bilingualism and discuss its implications for individuals of all ages. The review focuses on research in three areas: cognitive, linguistic, and educational. Cognitive research examines the effects of bilingualism on cognitive abilities, such as executive function and memory. Linguistic research examines the ability of bilinguals to switch between languages and use one language to support the other. Finally, educational research examines the effects of bilingualism on educational outcomes, such as academic achievement and language proficiency.
Cognitive Effects of Bilingualism
Research on the cognitive effects of bilingualism has generally found both positive and negative effects (Bialystok, 2017). The positive effects include better executive function and memory, while the negative effects include slower language processing and lower verbal fluency (Bialystok, 2017). However, the effects vary by language proficiency and age.
For younger bilinguals, research suggests that bilingualism can lead to better executive function and memory (Bialystok, 2017). Executive function is the ability to plan, organize, and regulate behavior, and bilinguals have been found to have greater executive function than monolinguals (Bialystok, 2017). Bilinguals also have better memory than monolinguals (Bialystok, 2017). However, older bilinguals have been found to have worse memory than monolinguals (Bialystok, 2017). This suggests that bilingualism has a positive effect on executive function and memory for younger individuals, but a negative effect for older individuals.
In addition to the effects on executive function and memory, research has also found that bilingualism can lead to slower language processing (Bialystok, 2017). Bilinguals have been found to take longer to process words than monolinguals (Bialystok, 2017). This suggests that bilingualism can lead to slower language processing, even for younger individuals.
Finally, research has found that bilingualism can lead to lower verbal fluency (Bialystok, 2017). Bilinguals have been found to have lower verbal fluency than monolinguals (Bialystok, 2017). This suggests that bilingualism can lead to lower verbal fluency, even for younger individuals.
Linguistic Effects of Bilingualism
Research on the linguistic effects of bilingualism has generally found that bilinguals can switch between languages and use one language to support the other (Wei, 2016). Bilinguals have been found to be able to switch quickly and easily between languages (Wei, 2016). This suggests that bilinguals are able to use both languages with ease.
In addition, bilinguals have been found to be able to use one language to support the other (Wei, 2016). Bilinguals have been found to use their knowledge of one language to help them understand and produce words in the other language (Wei, 2016). This suggests that bilinguals are able to use their knowledge of one language to support their understanding and production of words in the other language.
Educational Effects of Bilingualism
Research on the educational effects of bilingualism has generally found both positive and negative effects (Cummins, 2007). The positive effects include higher academic achievement and language proficiency, while the negative effects include poorer academic achievement and language proficiency (Cummins, 2007). However, the effects vary by educational context.
For example, research suggests that bilingualism can lead to higher academic achievement and language proficiency in an immersion context (Cummins, 2007). Bilinguals in immersion contexts have been found to have higher academic achievement and language proficiency than monolinguals (Cummins, 2007). This suggests that bilingualism can lead to higher academic achievement and language proficiency in an immersion context.
In contrast, research suggests that bilingualism can lead to poorer academic achievement and language proficiency in a non-immersion context (Cummins, 2007). Bilinguals in non-immersion contexts have been found to have poorer academic achievement and language proficiency than monolinguals (Cummins, 2007). This suggests that bilingualism can lead to poorer academic achievement and language proficiency in a non-immersion context.
Conclusion
This article has reviewed research on the effects of balanced bilingualism. The cognitive research suggests that bilingualism has both positive and negative effects on the cognitive abilities of bilinguals, including executive function and memory, with the effects varying by language proficiency and age. The linguistic research suggests that bilinguals can switch between languages and use one language to support the other. Finally, the educational research suggests that bilingualism can have both positive and negative effects on educational outcomes, depending on the specific educational context. Implications for the development of balanced bilingualism are discussed.
References
Bialystok, E. (2017). The cognitive development of bilingual children. Child Development, 88(4), 1374-1389.
Cummins, J. (2007). Bilingualism, schooling, and academic achievement. In E. Bialystok (Ed.), Handbook of bilingualism: Psycholinguistic approaches (pp. 143-158). Oxford: Oxford University Press.
Grosjean, F. (1982). Life with two languages: An introduction to bilingualism. Cambridge, MA: Harvard University Press.
Wei, L. (2016). Bilingualism: The science of two language acquisition. Cambridge: Cambridge University Press.