title: The Cognitive Development of Young Dual Language Learners: A Critical Review.
abstract: Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.
authors.affiliation: York University, 4700 Keele Street, Behavioral Science Building, room 101, Toronto, M3J 1P3, Canada barac@yorku.ca ;
authors.forename: Raluca
authors.initials: R
authors.lastname: Barac
authors.affiliation: York University, 4700 Keele Street, Toronto, M3J 1P3, Canada ellenb@yorku.ca.
authors.forename: Ellen
authors.initials: E
authors.lastname: Bialystok
authors.affiliation: Arizona State University, Arizona State University, PO Box 871811, Farmer 342D, Tempe, AZ 85287-1811, USA Dina.Castro@asu.edu.
authors.forename: Dina C
authors.initials: DC
authors.lastname: Castro
authors.affiliation: Duke University, Duke Centre for Child and Family Policy, Erwin Square Mill Building, Bay C, Room 226, Duke Box 90539 Durham, NC 27708-0539, USA marta.sanchez@duke.edu.
authors.forename: Marta
authors.initials: M
authors.lastname: Sanchez
keywords: bilingualism; children; cognitive development; dual language learner; review