The Relationship between Degree of Bilingualism and Cognitive Ability
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The Relationship Between Degree of Bilingualism and Cognitive Ability: A Critical Discussion and Some New Longitudinal Data
320
HAKUTA AND DIAZ
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Kenji Hakuta Yale University
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Rafael M. Diaz
University of N e w Mexlco
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ate bilingual saniples to a n extent such that the prototype of subsequent studies o n bilingualism became group comparisons of balanced bilinguals 10 monolingual counterparts matched o n appropriate variables. Second, the results served to allay cornnionly held fears concerning the products of bilingual education. namely, that it would produce retarded. poorly educated, anomie individuals without affiliation to either ethnolinguistic group and incapable of functioning in either language (Tucker & d’Anglejan, 1971). Bilingual education would not create, the study assured, a social or cognitive Frankenstein. In this chapter, we provide a brief review of research prior to Peal a n d Lambert’s study and more recent studies o n bilingualism and intelligence (for a n earlier review with a linguistic focus, see Lindholm, 1980; for a n expanded and detailed review of the first 6 decades of research, see Diaz, 1983). In the course o f t h e review. we point out both theoretical and methodologica~ weaknesses inherent in the typical bilingual-monolingual comparison. In addition, we stress the paucity o f longitudinal investigations that allow for the assessment of statements concerning the cause-effect relations between bilingualism and cognitive abilities. Then, we report preliminary results from our own study. which attempts to correct for these weaknesses. We conclude with some theoretical speculations regarding the nature of the relationship between bilingualism and thought.
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In 1962, Elizabeth Peal and Wallace Lambert of McGill University published a monograph entitled “The Relation of
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L. Erlbkrm
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The Relationship Between Degree of Bilingualism and Cognitive Ability: A Critical Discussion and Some New Longitudinal Data
320
HAKUTA AND DIAZ
!
Kenji Hakuta Yale University
!
I
Rafael M. Diaz
University of N e w Mexlco
II
I
ate bilingual saniples to a n extent such that the prototype of subsequent studies o n bilingualism became group comparisons of balanced bilinguals 10 monolingual counterparts matched o n appropriate variables. Second, the results served to allay cornnionly held fears concerning the products of bilingual education. namely, that it would produce retarded. poorly educated, anomie individuals without affiliation to either ethnolinguistic group and incapable of functioning in either language (Tucker & d’Anglejan, 1971). Bilingual education would not create, the study assured, a social or cognitive Frankenstein. In this chapter, we provide a brief review of research prior to Peal a n d Lambert’s study and more recent studies o n bilingualism and intelligence (for a n earlier review with a linguistic focus, see Lindholm, 1980; for a n expanded and detailed review of the first 6 decades of research, see Diaz, 1983). In the course o f t h e review. we point out both theoretical and methodologica~ weaknesses inherent in the typical bilingual-monolingual comparison. In addition, we stress the paucity o f longitudinal investigations that allow for the assessment of statements concerning the cause-effect relations between bilingualism and cognitive abilities. Then, we report preliminary results from our own study. which attempts to correct for these weaknesses. We conclude with some theoretical speculations regarding the nature of the relationship between bilingualism and thought.
.
!
I
I
I
!
. .
.
I
.
I .
.
1.
i
1
!
In 1962, Elizabeth Peal and Wallace Lambert of McGill University published a monograph entitled “The Relation of