Research suggests that early bilingualism supports cognitive development. For example,
bilingual children tend to develop stronger executive functioning skills. Executive functioning is like the “boss” in the brain. This boss helps control actions and feelings, switch between tasks, and hold information–all skills foundational for achieving goals. Therefore, it is no surprise that higher executive functioning (a stronger brain boss) is related to language skills and math abilities.

Learning more than one language can change and strengthen the brain. Just like muscles grow with exercise, the brain becomes stronger when it is challenged. Research shows that
bilingualism improves the brain’s ability to send messages quickly and efficiently. This is thanks to an important part of the brain called white matter, which acts like an information highway, delivering messages between different brain regions. Being bilingual is associated with having a faster and more efficient information highway in the brain.

The benefits of bilingualism extend far beyond childhood. As people age, being bilingual helps keep the brain active and healthy. Studies have shown that knowing more than one language can delay the onset of age-related cognitive decline and may even reduce the risk of conditions like Alzheimer’s disease.

In summary, supporting early bilingualism helps not only with children’s language development but also with their thinking, problem-solving, and long-term brain health. It’s an investment in their future.

References
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Mohades, S. G., Struys, E., Van Schuerbeek, P., Mondt, K., Van De Craen, P., & Luypaert, R.
(2012). DTI reveals structural differences in white matter tracts between bilingual and
monolingual children. Brain Research, 1435, 72-80.
https://doi.org/10.1016/j.brainres.2011.12.005

Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R., & McClelland, M. M. (2017).
Examining the relations between executive function, math, and literacy during the transition to
kindergarten: a multi-analytic approach. Journal of Educational Psychology, 109(8), 1120.

Yurtsever, A., Anderson, J. A., & Grundy, J. G. (2023). Bilingual children outperform
monolingual children on executive function tasks far more often than chance: An updated
quantitative analysis. Developmental Review, 69, 101084.
https://doi.org/10.1016/j.dr.2023.101084