Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences
No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of thei...
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| Published in | Behavioral sciences Vol. 9; no. 3; p. 33 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Switzerland
MDPI AG
24.03.2019
MDPI |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2076-328X 2076-328X |
| DOI | 10.3390/bs9030033 |
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| Abstract | No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual’s proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages. |
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| AbstractList | No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual’s proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages. No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual's proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages.No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual's proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages. |
| Author | de Bruin, Angela |
| AuthorAffiliation | Basque Center on Cognition, Brain and Language (BCBL), 20009 Donostia-San Sebastián, Spain; a.debruin@bcbl.eu |
| AuthorAffiliation_xml | – name: Basque Center on Cognition, Brain and Language (BCBL), 20009 Donostia-San Sebastián, Spain; a.debruin@bcbl.eu |
| Author_xml | – sequence: 1 givenname: Angela orcidid: 0000-0001-8326-0294 surname: de Bruin fullname: de Bruin, Angela |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/30909639$$D View this record in MEDLINE/PubMed |
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| Copyright | 2019 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 2019 by the author. 2019 |
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| Keywords | interactional contexts language proficiency language switching language use bilingual experiences executive functioning bilingualism |
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| Title | Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences |
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