New findings in psychology suggest that children who speak multiple languages may possess improved executive function and perspective-taking skills.
Promoting bilingualism at home can provide numerous cognitive advantages, particularly for children with autism spectrum disorder (ASD), according to recent research from the University of Miami College of Arts and Sciences.
A research team led by Celia Romero, a clinical psychology graduate student, along with associate professor Lynn Perry, professor Michael Alessandri, and former University professor Lucina Uddin, examined the effects of bilingualism on 112 children aged 7 to 12, including both typically developing children and those with autism. The study revealed that those who spoke two or more languages tended to exhibit superior executive functioning, enabling them to control impulses and transition between tasks more effectively than monolingual peers.
“Our research indicates that multilingualism is linked to enhancements in executive function, which correlates with improvements in autism symptoms,” Perry stated. “While indications of this had been noted in previous literature, it was thrilling to observe the extent of these differences in our study.”
Published in the journal Autism Research, these findings are crucial as executive function skills present significant challenges for children on the spectrum, yet are essential for all children to succeed in academic and professional settings. The team noted that the advantages of bilingualism extended beyond children with autism.
Characteristics of autism often involve challenges in social communication, as well as restrictive and compulsive behaviors, and difficulties with executive functioning. These mental processes assist in planning, maintaining focus, recalling instructions, and managing several tasks competently. While executive function skills are enhanced over a person’s life, those with autism frequently struggle in this area, affecting daily functioning and adaptability to change.
The research also investigated how multilingualism impacts the fundamental symptoms of autism, such as perspective-taking, repetition behaviors, and social interactions.
“We also discovered that multilingual children possess improved perspective-taking abilities, which allows them to comprehend others’ thoughts or viewpoints,” Romero noted.
Neuroscience lends insight through the concept of joint activation, which posits that bilingual brains keep two languages active and competing simultaneously. This experience of constantly switching languages is linked to better executive control, often referred to as the “bilingual advantage,” a concept that has spurred considerable discussion.
“When you manage two languages, you must inhibit one to use the other. This implies that inhibition— the skill of refraining from certain actions— may be enhanced by being bilingual,” explained Uddin, now a professor at the University of California, Los Angeles, and director of the Brain Connectivity and Cognition Laboratory.
Romero became interested in this topic while working in Uddin’s neuroscience lab, conducting brain imaging studies on children with autism. She observed that some bilingual families hesitated to speak to their child in their native language, fearing that learning multiple languages could be overwhelming or detrimental.
“I began researching this to inform families that introducing another language is not harmful to their child, regardless of whether they have a neurodevelopmental disorder,” she shared. “While we know this from research, it often takes time to communicate such findings to families, so I hope this study aids in that effort.”
As the executive director of the University’s Center for Autism and Related Disabilities, Alessandri noted that this concern frequently arises among parents.
“It’s wonderful to have reliable research backing our recommendation not to limit language exposure for children in multilingual environments,” Alessandri remarked. “This will undoubtedly provide comfort to many families with loved ones on the autism spectrum.”
Romero and Perry are now continuing their research with preschool-aged children to determine if bilingualism influences peer interactions, which are vital for social and cognitive development. Meanwhile, at UCLA, Uddin is conducting a substantial follow-up investigation into the effects of multilingualism on brain and cognitive development among children with autism.
