Speaking a second language is not only beneficial when looking for a new job or when travelling to new places, but it also offers a treasure trove of cognitive benefits. While the allure of multilingualism is often associated with cultural immersion through the ability to interact with people in their mother tongue, the incredible impact on the mind is often overlooked. In fact, there are many illuminating studies conducted right here in Canada that explore the many cognitive benefits of learning a second language and today we are going to look at 4 of them.
1. Enhanced Executive Control
In the world of psychology, there is a lot of talk about executive control. Executive control is a set of cognitive skills that are meant to be done in the background of other cognitive processes – it should not take too much brain power. Executive controls are skills like inhibition, switching attention, and working memory and these skills support processes such as high-level thinking, multitasking, and sustained attention. Ground-breaking research conducted by Bialystok et al., (2012) of York University, found that bilingual individuals exhibited enhanced executive control functions when compared to non-bilingual individuals.
Not only that, but executive control is key to academic achievement as many tasks presented in school require high-level thinking, multitasking, and sustained attention. As such, sharpened focus, the ability to adapt to new challenges seamlessly and efficient multitasking become the superpowers of bilingual learners which extends their influence well beyond language-related tasks to enrich many different aspects of their daily lives.
2. Improved Cognitive Skills
While executive control is a very abstract concept, this next benefit is very concrete. In 2007, Lazaruk of the University of Toronto wrote an article suggesting that French immersion programs have a positive impact on cognitive development. He cites research showing that bilingual individuals have better attention control, cognitive flexibility, and metalinguistic awareness. While the research that Lazaruk cited is now fairly dated, in 2016, Grundy and Timmermanis conducted a study into French immersion programs and found that these programs reaped remarkable cognitive rewards for the students.
This study not only confirmed the studies done by the researchers that Lazaruk was referring to, but it also showed that students in French immersion programs have heightened problem-solving skills, are able to think critically at a higher level, and are also incredibly creative. This is because as these students learn a second language, their brains are navigating the intricacies of grammar and vocabulary and forging an unbreakable bond with analytical and reasoning abilities.
3. Protection against Cognitive Decline
It is no secret that as you age, your mind starts to lose some of that sharpness that it had when you were younger. However, Bialystok et al., (2012) propose a fascinating hypothesis: bilingual individuals may experience a delay in age-related cognitive decline. By engaging in constant linguistic acrobatics, jumping between languages, and diving into the pool of vocabulary in their brain, searching for the correct word in the language being spoken, the bilingual student’s brain builds a cognitive reserve. This reserve is like a fortress that shields them against the onslaught of cognitive impairments like dementia and Alzheimer’s disease. This however does not mean that being bilingual is a cure or a preventative measure against dementia or Alzheimer’s disease, but it does mean that bilingualism can delay the onset of symptoms related to dementia and Alzheimer’s disease.
4. Enhanced Language Skills and Metalinguistic Awareness
The fourth and final benefit speaks to the concern of many parents when debating whether to enroll their child in French immersion. Many parents fear that teaching their children a second language will cause them to lose proficiency in their mother tongue. If you are a parent with this concern, that is okay! This is a very common misconception. In his article, Lazaruk (2007) identified that students who are in French immersion programs become more proficient in both English and French.
In fact, they develop strong oral and written communication skills in both languages so long as they keep practicing them both! Furthermore, he also found that French immersion students typically perform as well as, if not better than their monolingual peers in their English proficiency assessments. Sultan and Gullbert (2016) also found that this was not just unique to French-English bilinguals! In exploring the dynamic world of Mandarin-English bilinguals, they discovered that the knowledge of a first language imparts a significant advantage in mastering a second language. Essentially, if the student continues to speak, read, and write in both languages, neither language suffers – in fact, both languages flourish!
The best part about learning a second language is that it is never too late to start. Whether you are a student or an adult, the cognitive benefits await you. So, embark on the journey of language learning today and unlock the remarkable cognitive advantages that come with it!
References
Bialystok, E., Craik, F. I., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in cognitive sciences, 16(4), 240-250.
Grundy, J. G., & Timmermanis, V. E. (2016). The cognitive, social, and academic benefits of French immersion. Canadian Psychology/Psychologie canadienne, 57(1), 3-10.
Sultan, S., & Gullberg, M. (2016). Native language benefits for perception and production in a second language: Evidence from Mandarin-English bilinguals. Bilingualism: Language and Cognition, 19(2), 407-422.
Lazaruk, W. (2007). Linguistic, Academic, and Cognitive Benefits of French Immersion. Canadian Modern Language Review/ La Revue Canadienne Des Langues Vivantes, 63(5), 605–627. https://doi.org/10.3138/cmlr.63.5.605
Luk, G., & Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25(5), 605-621.
