A developmental approach to bilingual research: The effects of multi-language experience from early infancy to old age

Aims and objectives: In this commentary article we consider the benefits of adopting a neuroconstructivist approach in the study of bilingualism in order to promote empirical and theoretical progress on the fiercely debated issue of whether bilingualism confers genuine cognitive advantages. Conclusions: We encourage a broad, developmentally informed approach to plotting the trajectory of interactions between multi-language learning and cognitive development, using a convergence of neuroimaging and behavioural methods, across the whole lifespan. We believe that, through studying infants, children, young adults, adults and the elderly within a coherent and systematic developmental framework, a more accurate and valid account of potential cognitive and neural changes associated with multi-language learning will emerge.