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Beyond speech: Exploring the cognitive advantages of bimodal bilingualism
Poster Session A, Friday, September 12, 11:00 am - 12:30 pm, Field House
This poster is part of the Sandbox Series.
Beatriz Barragan1, Christina Hoerner1, Lucia Mendez2, Gabriela Simon-Cereijido3; 1A.T. Still University, 2University of North Carolina Greensboro, 3California State University Los Angeles
Bilingualism fosters communication, cognitive development, and neurological resilience. In the U.S., 68 million people speak more than one language. Beyond cultural significance, bilingualism enhances attention, problem-solving, and delays dementia onset, while increasing neuroplasticity, cognitive flexibility, and executive functioning. Neuroimaging shows that bilingualism enhances brain structure and protects against cognitive decline, with early bilinguals showing increased gray matter density. Research suggests that bilingualism contributes to the development of cognitive reserve, enabling individuals to maintain higher levels of brain function in the face of neurodegeneration, thereby supporting memory and learning. Bilingualism encompasses signed languages such as American Sign Language (ASL), a fully developed linguistic system. Bimodal bilingualism, where individuals use both a spoken and a signed language, is a legitimate and robust form of bilingualism. Bimodal bilingualism is distinct from oral bilingualism in that it involves two different sensory modalities: the auditory-oral and the visual-gestural. Whereas oral bilinguals typically alternate between languages through code-switching, bimodal bilinguals can engage in code-blending, simultaneously producing elements of both a spoken and a signed language. Due to these differences, some researchers have argued that bimodal bilingualism may not confer the same cognitive benefits as unimodal bilingualism, where one language must be consistently inhibited while the other is in use. Although ASL was historically marginalized, research has refuted the belief that ASL use interferes with speech development. In fact, ASL-English bilingual children often exhibit English language skills that are equal to or stronger than those of monolingual peers. Additionally, early exposure to ASL has been shown to support the development of vocal communication in hearing infants. To further explore the potential cognitive advantages of bimodal bilingualism 38 English monolinguals and 29 bimodal bilinguals (proficient in ASL and English) have been recruited so far to complete a series of cognitive and linguistic tasks. An adapted Language Experience and Proficiency Questionnaire (LEAP-Q) is being used to gather self-reported ASL and English proficiency. Participants complete a Flanker, switching, digit span, nonword repetition, and hand movement tasks. The preliminary analysis comparing group performance across tasks show that bimodal bilinguals on average outperform monolinguals on working memory tasks, while monolinguals show greater accuracy in the Flanker task. No significant differences have emerged on the switching task thus far, but a trend of better performance from the bilingual group is emerging. These preliminary results align with previous research showing bilinguals’ strengths in executive function, specifically working memory and potentially mental flexibility. Results with a total sample of 80 participants (40 in each group) will be presented. These findings underscore that bilingualism, spoken or signed, supports cognitive and communicative advantages. Clinicians should actively promote bimodal bilingual therapeutic approaches, collaborate effectively with interpreters, and embrace the cultural and linguistic richness of Deaf communities. Understanding the cognitive impact of bimodal bilingualism, reinforces the importance of multilingual education and fosters lifelong brain health.
Topic Areas: Multilingualism, Signed Language and Gesture