English as a second language (L2) has become the medium of instruction in numerous contexts even though many people may have difficulties to read and study in L2. According to the self-regulated framework, metacognitive strategies are essential to achieve successful learning, but they are resource-consuming and their use might be compromised in demanding contexts such as learning in L2. In Experiment 1, nonbalanced bilinguals read high- and low-cohesion texts in L1 and L2 and self-rated their learning using a judgment of learning (JOL). Then, they answered open-ended questions and responded a customized questionnaire regarding their strategies. In Experiment 2, we introduced two bilingual groups varying in L2 proficiency. Overall, participants could adjust their JOLs and detect the difficulty of the texts correctly in L1 and L2. However, results evidenced some nuances in learning strategies related to L2 proficiency. We discuss these findings within the context of the self-regulated learning.

This study investigates how L2 proficiency contributes to creativity in relation to personality among 205 young adolescent English-as-a-foreign-language learners from rural China. Participants completed the Cambridge A2 Key for Schools English Test to assess English proficiency, the Chinese Big Five Personality Inventory to evaluate personality traits, and the Evaluation of Potential Creativity to measure creativity, operationalized as divergent and convergent thinking in verbal and graphic domains. Pearson correlation analyses revealed that L2 proficiency was positively associated with both divergent and convergent thinking across verbal and graphic domains, while Openness to Experience and Extraversion were positively linked to creativity components, albeit partially depending on the domain. Conscientiousness, Agreeableness, and Neuroticism showed no significant associations with creativity. Structural equation modeling further demonstrated that L2 proficiency, Openness, and Extraversion directly co-predicted creativity components, excluding convergent thinking in the verbal domain.

The study explored the origin of the age of acquisition (AoA) effect in second language (L2) using ERPs technique. We simulated L2 AoA by manipulating the order at which English pseudowords entered into training. Chinese-English bilinguals (mean age 22.04, range 18–28) learned English pseudowords matched with Chinese (L1) words, investigating the order of acquisition (OoA) effect of English pseudowords and its relationship with the matched L1 words’ AoA. OoA effects were observed in lexical decision, naming and semantic judgment tasks on N170, P200 and N400. Furthermore, OoA effects were modulated by L1 AoA in the semantic judgment task. These results suggested that OoA effects were independent at orthographic and phonological levels but modulated by L1 AoA at the semantic level. The interpretation of L2 AoA effects requires not only the integration of Semantic and Arbitrary Mapping Hypotheses, as well as consideration of the representation and activation characteristics of L2 words.

This systematic review and meta-analysis explore the correlation between foreign language instruction and mathematical skills in young adolescents, highlighting the significance of high school mathematical education and the adaptability of the adolescent brain. Focused on students starting second language programs between ages 8 and 13, following PRISMA guidelines, this review included 25 studies (1978–2020) with 785,552 participants. Using a random-effects model, the overall effect size revealed a statistically significant relationship between our variables, indicating a threefold higher likelihood of passing or achieving higher grades in mathematical tests for language-learning students. Moderating variables analyses identified socioeconomic status (SES) and intervention length as influencers of observed heterogeneity, with SES being the primary factor. Sensitivity analyses, including adding potentially missing studies and removing outliers, confirmed the robustness of the overall effect. Nonetheless, additional research is needed to enhance global diversity and comprehensively understand the interplay between language learning and cognitive function.

Prediction is a crucial mechanism of language comprehension. Our research question asked whether learners of Spanish were capable of using word order cues to predict the semantic class of the upcoming verb, and how this ability develops with proficiency. To answer this question, we conducted a self-paced reading study with three L2 Spanish groups at different proficiency levels and one native control group. Among the advanced L2 learners and native speakers, we found that reading times increased after the verb appeared in a word order not strongly associated with its semantic class. Because the only cue to the sentences’ word order was the presence or absence of the object marker a before the first noun, we suggest that these groups use this morphosyntactic cue to anticipate the semantic class of the upcoming verb. However, this pattern of processing behavior was not detected in our less experienced L2 groups.

Recent approaches to heritage languages have sought to identify explanations for variability in heritage grammars. The present study explores variable patterns of Spanish differential object marking (DOM) in 40 heritage Spanish speakers (HSs) from the United States and 28 Spanish-dominant bilingual speakers (SDSs) from Mexico. Participants completed a picture description task including human, animal and inanimate direct objects. Both groups exhibited patterns of DOM following the Animacy Scale. However, HSs showed lower DOM rates and greater individual variability with human referents compared to SDSs, even when individual differences in language dominance were considered. Conversely, SDSs produced lower rates of DOM with inanimate objects than HSs. DOM use was constrained by verb-specific animacy biases across animacy conditions and speaker groups. These findings reveal that Spanish HSs maintain baseline-like variable patterns of DOM. Moreover, HSs may advance language change in predictable directions based on patterns of variation present in the baseline variety.

Schizophrenia impacts several cognitive systems including language. Linguistic symptoms of schizophrenia are important to understand due to the crucial role that language plays in the diagnostic and treatment process. However, the literature is heavily based on monolingual-centric research. Multilinguals demonstrate differences from monolinguals in language cognition. When someone with schizophrenia is multilingual, how do these differences interact with their symptoms? To address this question, we conducted a pre-registered PRISMA-SR scoping review to determine themes in the literature and identify gaps for future research. Four hundred and twenty records were identified from three databases in 2023. Thirty articles were included in the synthesis. We found three emergent themes: (1) the need for multilingual treatment options, (2) differences in symptomology between the L1 and L2, and (3) the impact of cultural factors on linguistic functioning. Thus, several avenues of research regarding multilingualism may be fruitful for improving linguistic and social outcomes in schizophrenia.

Can exposure to a foreign language in the first year of school enhance divergent thinking skills? Ninety-nine monolingual children from predominantly White neighbourhoods (MAge = 57.7 months, SD 1.2; 47 girls) attending bilingual schools, schools with weekly foreign language lessons, or schools without a foreign language provision (= controls) completed divergent thinking and executive function tasks at the beginning of the school year and 24 weeks later. The groups did not differ on creativity measures at the beginning of the school year. Only bilingual school children and weekly language learners improved divergent thinking at the second testing point, with the former significantly outperforming controls on creative fluency and flexibility. Improvements could not be explained by executive function development. Therefore, a considerable amount of exposure to a foreign language in early formal education appears to boost creative thinking.

Multilingual language control is commonly investigated using picture-naming paradigms with explicit instructions when to switch between languages. In daily life, language switching also occurs without external cues. Cued language-switching tasks usually show a switch cost (i.e., slower responses on switch than non-switch trials). Findings of switch costs in response times are mixed for voluntary language switching. This pre-registered study uses a bilingual picture-naming paradigm to compare voluntary and cued language switching in 25 highly proficient Dutch-English bilinguals using EEG. We analysed the N2 ERP component and midfrontal theta oscillations, two common electrophysiological markers of cognitive control in task and language switching. We observed significantly smaller behavioural switch costs in the voluntary task. This suggests that voluntary language switching is less effortful than switching based on external cues. However, we found no electrophysiological switch effects in either task. We discuss factors which may contribute to the inconsistency between behavioural and electrophysiological findings.

Network science was used to create and examine semantic networks of cue and response words from a word association task in learners of Kaqchikel (an endangered language indigenous to Guatemala) and monolingual English speakers. English speakers provided a wide range of responses indicative of creative language use, whereas the Kaqchikel learners provided straightforward and utilitarian responses. The observed differences in network structure in the English/Kaqchikel learners resembled the structural differences previously observed in more/less creative individuals, suggesting an alternative account of the “foreign language effect” based on the size and structure of the semantic network in the native/foreign language.

To communicate successfully, listeners must decode both the literal and intended meanings of a speaker’s message. This ability is especially crucial when processing indirect replies as intended meanings can differ significantly from what was said. How native and non-native speakers differ in this ability is an open question. The present study investigated differences in the time course of indirect reply processing in native and non-native Mandarin speakers. EEG signals were recorded while participants were presented with conversations that differed in their directness. For indirect replies, native speakers exhibited a larger left anterior N400 and posterior late positive component (LPC). Conversely, non-native speakers exhibited a larger left-distributed LPC and delayed LPC. Findings support that non-native speakers exhibit delayed processing of indirect replies, potentially because of cognitive resource limitations. Findings from the present study have implications for a broad range of investigations on human communication and second language processing.

It has been suggested that the parents of heritage speakers (2nd generation immigrants), who are the main source of input to them, may exhibit first-language (L1) attrition in their language, thereby directly transmitting different structural properties or “errors” to the heritage speakers. Given the state of current knowledge of inconsistent input in L1 acquisition, age of acquisition effects in bilingualism, and how long it takes children to master different properties of their native language, it is highly unlikely that immigrant parents are directly transmitting patterns of language attrition to their heritage language children. The argument advanced in this article is that if the patterns evident in heritage speakers and first-generation immigrants are related, reverse transmission may be at play instead, when the heritage speakers might be influencing the language of the parents rather than the other way around. Theoretical and empirical evidence for this proposal may explain the emergence of the variety of Spanish spoken in the United States.

How native (L1) and non-native (L2) readers utilise syntactic constraints on linguistic dependency resolution during language comprehension is debated, with previous research yielding mixed findings. To address this discrepancy, we report two large-scale studies, using self-paced reading and grammaticality judgements, investigating subject-verb agreement and reflexives in L1 English speakers and Arabic learners of L2 English. We manipulated sentence grammaticality and the properties of ‘distractor’ constituents (The key(s) to the cabinet(s) were rusty) in two studies testing number in agreement and gender/number in reflexives. Study 1 showed that L2ers’ performance largely patterned with L1ers’. Although grammaticality effects were smaller for agreement in L2ers than in L1ers, proficiency modulated L2 performance. Study 2 revealed no significant between-group differences. Contrasting some L1 studies, significant distractor effects were only detected for reflexives in Study 1. Together, these results imply that L2ers compute syntactic dependencies similarly to L1ers, and potential differences might be driven by L2 proficiency.

Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical development, including 80 bilingual Spanish–English speakers and 167 monolingual English speakers in the United States, using a test battery for which structural equation models have been tested – the Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Results established measurement invariance across groups up to the level of scalar invariance.

This article delves into the intricacies of the relationship between bilingualism and creativity. It provides an overview of past research and examines its methodology. It introduces a multilingual creative cognition theoretical framework that focuses on the cognitive mechanisms underlying creative potential and how these mechanisms might benefit from an individual’s multilingual abilities. The link between multilingualism and creative potential is explained by multilingual developmental factors such as proficiency, age, and sociocultural context of language acquisition, as well as cognitive functions such as language-mediated concept activation, selective attention, code-switching, and metaphor. However, the multilingual creative cognition approach takes a narrow perspective. By synthesizing empirical evidence and theoretical insights, the article proposes a plurilingual creativity framework – a multifaceted approach that transcends traditional bilingualism and creative cognition frameworks. It underscores the significance of a comprehensive language repertoire, multicultural experiences, and intercultural competence as pivotal elements enriching various aspects of creative endeavor. The article also introduces the Plurilingual Intercultural Creative Keys educational program, which aims to develop plurilingual, intercultural, and creative capabilities in educational settings. Through a holistic analysis, this study contributes to a nuanced understanding of the relationship between linguistic and cultural diversity and creativity. It also suggests practical implications for fostering linguistic and creative skills in a globalized context.

We tested whether verb-based prediction in late bilinguals is facilitated when the verb is a cognate versus non-cognate. Spanish–English bilinguals and Chinese–English bilinguals (control) listened to English sentences such as “The girl will adopt the dog” while viewing a scene containing either a dog and unadoptable objects (predictable condition) or a dog and other adoptable animals (unpredictable condition). The verb was either a cognate or non-cognate between Spanish and English and never a cognate between Chinese and English. Both groups of bilinguals were more likely to look at the target (the dog) in the predictable versus unpredictable condition. However, only low-proficient L1 Spanish bilinguals showed greater and earlier prediction when the verb was cognate than when it was non-cognate, suggesting that cognate facilitation effect occurs not only on the cognate word itself but also on prediction based on this cognate word, and that this effect is modulated by L2 proficiency.

Statistical learning, that is, our ability to track and learn from distributional information in the environment, plays a fundamental role in language acquisition, yet little research has investigated this process in older language learners. In the present study, we address this gap by comparing the cross-situational learning of foreign words in younger and older adults. We also tested whether learning was affected by previous experience with multiple languages. We found that both age groups successfully learned the novel words after a short exposure period, confirming that statistical learning ability is preserved in late adulthood. However, the two groups differed in their learning trajectories, with the younger group outperforming the older group during the later stages of learning. Previous language experience did not predict learning outcomes. Given that implicit language learning mechanisms are shown to be preserved over the lifespan, the present data provide crucial support for the assumptions underlying claims that language learning interventions in older age could be leveraged as a targeted intervention to help build or maintain resilience to age-related cognitive decline.

This study investigated the predictive use of dative verb constraints in Mandarin among home-country-raised native speakers and classroom learners (including both sequential L2 learners and heritage speakers). In a visual world eye-tracking experiment, participants made anticipatory looks to the upcoming argument (recipient versus theme) following categorical restrictions of non-alternating verbs and gradient bias of alternating verbs before the acoustic onset of the disambiguating noun. Crucially, no delay or reduction in the prediction effects was observed among L2 learners and heritage speakers in comparison with home-country-raised native speakers. Mandarin proficiency and dominant language (English versus other) did not modulate prediction effects among classroom learners. These findings provide direct support for the assumption of error-driven learning accounts of the dative alternation, that is, language users actively predict upcoming arguments based on verb information during real-time sentence processing.

This study investigated the effect of phonological neighborhood density (PND) on the lexical encoding of perceptually confusable segmental contrasts and the extent to which the precision of encoding is modulated by phonetic categorization and vocabulary size. Korean learners of English and native speakers of American English completed an auditory lexical decision task that contained words and nonwords with /ɛ/, /æ/, /f/, and /p/ (/æ/ and /f/ do not exist in Korean), two phonetic categorization tasks (/ɛ/−/æ/ and /f/−/p/), and a vocabulary test. For the Korean group, participants’ categorization of /f/−/p/ was the only significant predictor of /f/−/p/ nonword rejection. For /ɛ/−/æ/, nonword versions of high PND words were rejected more accurately than low PND. Additionally, vocabulary size and phonetic categorization significantly interacted so that as perception abilities improve, the benefits that come from having a large vocabulary grow as well.

The classical language switching paradigm using arbitrary cues to indicate the language to speak in has revealed switching between languages comes at a cost (i.e., switch cost) and makes one slower in the first than in the second language (i.e., reversed language dominance). However, arbitrary cues can create artificial requirements not present during everyday language interactions. Therefore, we investigated whether simulating elements of real-life conversations with question cues (‘Co?’ versus ‘What?’) facilitates language switching in comparison to the classical paradigm (Experiment 1: red versus blue outline; Experiments 2 and 3: low versus high tone). We revealed a dissociation between the two indices of language control: (1) question cues, compared to arbitrary cues, reduced switch costs but (2) did not modulate (in Experiment 1) or increase the reversed language dominance (Experiments 2 and 3). We propose that this conversational switching paradigm could be used as a conceptually more ‘true’ measure of language control.