A study published in the Journal of Cognition and Development has spotlighted and expanded the groundbreaking work of Ellen Bialystok, a distinguished research professor emeritus at York University.
Exploring the impact of various types of bilingualism on children’s cognitive performance, the paper – titled “Cognitive development of bilingual children”, and co-written with Bialystok’s students – adds a fresh dimension to her extensive research. Her findings offer crucial insights into how bilingualism serves as a powerful tool for cognitive strength, particularly in mitigating the effects of cognitive decline associated with aging.
Bialystok, an officer of the Order of Canada and a fellow of the Royal Society of Canada, has dedicated her career to understanding the cognitive processes influenced by bilingualism. As the director of York University’s Lifespan Cognition & Development Lab, she employs both behavioural and neuroimaging methods to explore how bilingualism affects cognitive and linguistic processing. Her research consistently demonstrates that bilingual individuals possess enhanced attentional control and greater cognitive reserve, enabling them to maintain higher levels of cognitive performance than comparable monolinguals – those who speak one language – even when faced with neurodegenerative conditions.
One of Bialystok’s landmark contributions is her discovery that bilingualism can delay the onset of dementia symptoms. Her research indicates that bilingual individuals often experience a later onset of dementia compared to monolinguals. This delay is attributed to cognitive reserve, which suggests that bilingualism enhances the brain’s ability to function effectively despite damage. “Imagine sandbags holding back the floodgates of a river,” Bialystok explains. “The cognitive reserve is holding back the flood, allowing bilinguals more time to enjoy the dry land before the floodgates are washed out.”
In collaboration with colleagues at the Baycrest Health Sciences’ Rotman Research Institute, Bialystok’s study on 158 patients with mild cognitive impairment revealed that bilingual patients transitioned to Alzheimer’s disease more rapidly after diagnosis than monolinguals, suggesting they had more advanced brain pathology but were able to function longer due to their cognitive reserve. This research underscores the ability of bilinguals to cope with neurodegeneration, allowing them to maintain independence longer. The study, published in 2020, demonstrates the significant contribution of bilingualism to cognitive health in aging populations.
As noted in her latest body of research, Bialystok also examines the cognitive advantages of bilingualism in children. Bilingual children often outperform their monolingual peers in tasks requiring attentional control, a process central to problem-solving. This advantage arises because bilinguals regularly manage two active languages, enhancing their attentional ability and cognitive flexibility.
Beyond scientific discovery, Bialystok’s innovative scholarship has influenced educational practices. Her findings advocate for integrating language learning into curricula, emphasizing that bilingualism provides cognitive benefits akin to those gained from other intellectually engaging activities. “Language should be a central part of the curriculum,” she asserts, “not just for its cognitive benefits but for understanding other cultures and ways of thinking.” As research continues to unfold, Bialystok’s work remains pivotal in exploring the profound impact of bilingualism on cognitive processes. Two recent books – Where language meets thought: Selected works of Ellen Bialystok and Bilingual children: Families, education, and development – have further built on her contributions that have advanced scientific understanding and offer practical implications for education and aging, underscoring the critical role of language learning in enhancing cognitive resilience and vitality.