The learning strategies of bilingual versus monolingual students

Four studies, two in a boys’ and two in a girls’ school, were conducted to test the hypothesis that bilingual pupils have a cognitive advantage over comparable monolingual children. Age (14 or 16 years old) and language proficiency (one or two languages) were systematically varied for a total of N of 496. SES, first and second language proficiency, intelligence, scholastic achievement, educational opportunity and teaching environment were all controlled. The dependent variable was the students’ learning style. The learning strategies of the bilingual boys and the older girls were found to be superior relative to their monolingual cohorts. The results are consistent with predictions that bilingualism has a positive effect on gifted, intellectually stimulated children.