Simultaneous Bilingualism - Beliefs About Simultaneous Bilingualism

Beliefs About Simultaneous Bilingualism

Some popular misconceptions about bilingualism include the ideas that bilingual children will not reach proficiency in either language and that they will be cognitively disadvantaged by their bilingualism. Many studies in the early 20th century found evidence of a “language handicap” in simultaneously bilingual children, linking bilingualism with a lower intelligence. However, many of these studies had serious methodological flaws. For example, several studies relating bilingualism and intelligence did not account for socioeconomic differences among well-educated, upper class monolingual children and less-educated (often immigrant) bilingual children.

Some recent research on simultaneous bilinguals has actually found some evidence that they have a cognitive advantage over their monolingual counterparts, particularly in the areas of cognitive flexibility, analytical skill, and metalinguistic awareness. However, most studies agree that simultaneous bilinguals do not have any definitive cognitive edge over monolinguals.

Despite these findings, many therapists and other professionals are at odds with still believing that simultaneous bilingualism can be harmful for a child’s cognitive development. One side argues that only one language should be spoken until fluently spoken and then incorporate the second language. The other side argues that the child, whether simultaneously bilingual or not, would still have speech issues. Some bilingual families have chosen to stop speaking a language after hearing about the supposed negative developmental effects of child bilingualism from people in authority.