Degree of Bilingualism and Cognitive Ability in Mainland Puerto Rican Children

ability was assessed longitudinally in low-income background Puerto Rican elemen- school children in the United States. AI1 subjects were enrolled in a transitional bilingual education program. 83 subjects, beginning in grades K-1, were followed for 3 years; 111 subjects, beginning in grades 4-5, were followed for 2 years. Cross-sectional and longitudinal models using regression procedures were tested for the hypothesis that degree of bilingualism is positively related to cognitive ability. Positive and statistically reliable resulk were obtained between nonverbal intelligence measures and degree of bilingualism in the younger cohorts, but the effects attenuated over time and age level. Metalinguistic awareness in the native language did not show a relation with degree of bilingualism. The results are interpreted in light of the sociolinguistic characteristics of the bilingual condition of the community. The literature on childhood bilingualism contains a relatively large number of studies on its relation with various cognitive abilities, including metalinguistic awareness (Ben-