Bilingual Groups Research Articles

Phonological properties of logographic words modulate brain activation in bilinguals: a comparative study of Chinese characters and Japanese Kanji.

The brain networks for the first (L1) and second (L2) languages are dynamically formed in the bilingual brain. This study delves into the neural mechanisms associated with logographic-logographic bilingualism, where both languages employ visually complex and conceptually rich logographic scripts. Using functional Magnetic Resonance Imaging, we examined the brain activity of Chinese-Japanese bilinguals and Japanese-Chinese bilinguals as they engaged in rhyming tasks with Chinese characters and Japanese Kanji. Results showed that Japanese-Chinese bilinguals processed both languages using common brain areas, demonstrating an assimilation pattern, whereas Chinese-Japanese bilinguals recruited additional neural regions in the left lateral prefrontal cortex for processing Japanese Kanji, reflecting their accommodation to the higher phonological complexity of L2. In addition, Japanese speakers relied more on the phonological processing route, while Chinese speakers favored visual form analysis for both languages, indicating differing neural strategy preferences between the 2 bilingual groups. Moreover, multivariate pattern analysis demonstrated that, despite the considerable neural overlap, each bilingual group formed distinguishable neural representations for each language. These findings highlight the brain's capacity for neural adaptability and specificity when processing complex logographic languages, enriching our understanding of the neural underpinnings supporting bilingual language processing.

Linguistic Disfluencies in Korean-English Bilingual Children in the Narrative Generation and Retell Task

Objectives: The purpose of this study was to examine the frequency and types of linguistic disfluencies that are produced by typically developing bilingual Korean-English (KE) speaking children and to investigate whether their disfluent speech is mediated by language produced and/or language exposure duration.Methods: Nineteen bilingual KE speaking children (12 boys, 7 girls) and twenty-one monolingual Korean speaking children (8 boys, 13 girls) aged 6-9 participated in this study. Narratives were elicited using story generation and retell tasks in each language. The frequency and types of linguistic disfluencies (fillers, repetitions, revisions, and pauses) were analyzed.Results: The bilingual group showed a significantly higher rate of total disfluency, fillers, and repetitions than the monolingual group. There was no significant difference in the rates of disfluency between narrative task types. In terms of the language produced, the bilingual group produced more revisions and more disfluencies in Korean than in English during the story generation task. In the retell task, there was a significant difference in the total disfluency rate, fillers, and revisions depending on the language the child was speaking. A significant negative correlation between English language exposure duration and the total disfluency rate was found.Conclusion: Bilingual KE speaking children showed higher disfluency rates than monolingual peers in story generation and retell tasks. Results showed that the disfluency can be influenced by the grammatical structure of the language being spoken and the levels of language experience. Results suggest the exposure duration to second language, language proficiency, and morphological distinctions between two languages need to be considered for assessment and intervention.

Some good news for the school: the levelling effect of the EFL class in FL vocabulary production and FL categorization of autochthonous learners and heritage speaker learners

Abstract Several researchers have drawn attention to the educational challenge posed by multilingual classes where students from different linguistic backgrounds coexist. Current institutional initiatives in Europe, but also elsewhere, advocate for the maintenance and promotion of multilingual and multicultural diversity within both monolingual and multilingual classrooms. In this study located in Spain, we were interested in exploring the English as a Foreign Language (EFL) vocabulary production and FL categorization of a group of heritage bilinguals in comparison with their mainstream monolingual peers. Results from a categorization task revealed that on most measures taken, heritage bilinguals, despite being a more heterogenous group, performed similarly in terms of vocabulary production in general, and as compared against the framework of a standard pre-B1 Cambridge vocabulary list, FL categorization, and typicality structures. The levelling effect of the EFL class is claimed to be accountable for this lack of differences. Furthermore, we dare speculate the generalization of CLIL could play in favour of more inclusive classes where immigrant learners are not left behind and can realise their potential to the fullest.

Where to start: Use of the bilingual multidimensional ability scale (B-MAS) to identify developmental language disorder (DLD) in bilingual children

Purpose The identification of developmental language disorder (DLD) is challenging for clinicians who assess bilinguals. This paper introduces a protocol-based approach, the Bilingual Multidimensional Ability Scale (B-MAS), for expert raters to identify DLD in bilinguals. Method Three bilingual speech-language pathologists (SLPs) reviewed 166 Spanish-English bilingual children’s profiles, which included performance on direct (morphosyntax, semantics, and narrative tasks) and indirect (parent/teacher survey) measures in both languages. A multidimensional scale (0–5) was adopted to rate children’s performance. A diagnosis of DLD was made if at least two raters assigned a summary rating of ≤2. Result Analysis of the scores on the B-MAS resulted in the identification of 21 children as having DLD. Though different strategies were employed to make decisions, the three SLPs demonstrated high inter-rater agreement across different ratings (intraclass correlation coefficient values ranged from .83 to .90). Conclusion For bilingual populations that are understudied and for which gold standards of assessment are not available, the B-MAS can be adopted as a starting point to study DLD or as a reference standard to develop new assessment tools in that population. Clinically, this protocol could be tailored and evaluated by a group of SLPs serving a large population of a particular bilingual group for diagnostic purposes.

Acoustic Characteristics of Greek Vowels Produced by Adult Heritage Speakers of Albanian

Investigating heritage language (HL)-contact effects on the dominant language has received limited attention despite its importance in understanding the dynamic interplay between linguistic systems in situations of bilingualism. This study compares the acoustic characteristics of Greek vowels produced by heritage speakers (HSs) of Albanian and monolingual Greek speakers, aiming to identify potential differences and explain them. The participants were adult second-generation HSs of Albanian with Greek as their dominant language, born and raised in Greece. A control group of age-matched monolingual Greek speakers was included for comparison purposes. All participants engaged in a controlled speech production task, with the data segmented to extract acoustic values pertaining to the first three formants and the duration of Greek vowels. Bayesian regression models were employed for the subsequent statistical analysis. The results demonstrated differences in the first three formants of certain vowels and the duration of all vowels. These differences can be attributed to the crosslinguistic effect of HL on the dominant language, as well as the interplay between the dynamic and internalized language system of the speakers and the complex effect of the sociophonetic context. These outcomes contribute to the hypothesis positing the emergence of deflected phonetic categories among a distinctive group of bilinguals, namely HSs. Furthermore, this study underscores the significance of a comprehensive exploration of the sociophonetic context of HSs for a nuanced understanding of their phonetic patterns.

Bilingualism and the Intellectual Advantage

Bilingualism has been becoming more common within today’s generation as the significance and value of knowing more than one language increases. With the prominence of bilingualism, the purpose of this study is to determine whether there is a correlation between bilingual first/second generation Americans and the intellectual advantage. From previous research, many studies have considered the variables of socioeconomic status [SES], impacts of immigration and culture, and the differing language backgrounds of students. This study will address the gap of clear correlation between bilinguals and the intellectual advantage by determining the relationship between student executive functions and their bilingualism as first/second generation Americans. This was a three-part, quantitative correlational study. Subjects completed a 29.5 minutes three test study including Verbal Fluency Test, SAT passage, and the Stanford-Binet Test. There were eighteen participants for the research study. Of the eighteen, there were nine who were monolinguals and nine who were bilinguals from all grades within the high school. The results had shown increased scores for monolinguals among the three test experiments. Monolingual participants scored especially higher on the Verbal Fluency Test, Stanford-Binet test, and SAT scores. The SAT test scores were similar among both monolingual and bilingual groups. The goal of this experiment was accomplished. We were able to determine whether there was a potential correlation between bilingualism and the intellectual advantage including the factor of first/second generation Americans.

Study of the Application of the CLIL Method in Bilingual Macroeconomics Teaching

This article discusses the methods and considerations of applying the Content and Language Integrated Learning (CLIL) teaching method to bilingual teaching in macroeconomics. The paper begins by introducing the concept of the CLIL teaching method and its unique features in the context of economics courses in higher education. Subsequently, the article delves into the methods of applying CLIL in bilingual macroeconomics teaching, including bilingual classroom lectures, bilingual textbook design, bilingual group discussions, macroeconomics case studies, bilingual classroom interaction, and bilingual writing. Lastly, the paper highlights key issues in teaching.

The role of metalinguistic knowledge in third-language development among heritage and late bilinguals

Aims and objectives: This study examined whether bilinguals’ metalinguistic knowledge (MK) across both of their languages as well as heritage/late bilingual experience contributed to the initial development of third-language (L3) morphosyntax using Japlish, a semi-artificial language. Methodology: 48 heritage and 63 late English-Spanish bilinguals were exposed aurally to Japlish sentences containing word order patterns and case markers. Participants completed an acceptability judgment task (AJT) and a picture-matching task (PMT) immediately after exposure and again 2 weeks later as well as English and Spanish MK tests. Data and analysis: Logistic mixed effects analyses were run on AJT and PMT accuracy scores, grammatical/ungrammatical items, linguistic structure, and time of testing. MK scores and heritage/late bilingual status were included as predictors in the statistical model. Findings: MK significantly contributed to overall AJT scores, including grammatical and ungrammatical items and time of testing. MK also contributed to ungrammatical word order and case markers. For the PMT, MK significantly contributed to scores, especially during delayed testing. A weak correlation emerged between participants’ MK across both of their languages and their rule-based knowledge of Japlish linguistic structures. Heritage and late bilingual experiences did not significantly contribute to these results. Originality: This study included two different bilingual groups to investigate how variation in bilingual experience shapes additional language learning. It also advances our knowledge on the role of MK in the learning of linguistic structures not involved in transfer. Furthermore, a more nuanced examination of MK is considered as it relates to type of assessment, linguistic structure, and time of testing. Significance: The findings highlight the critical role of MK for both bilingual populations and its facilitative role in the development of initial L3 morphosyntax. The results are interpreted under the lens of structural sensitivity theory.

Potential Elitism in Selection to Bilingual Studies: A Case Study in Higher Education

Abstract This research provides information toward answering the question of whether bilingual studies at the university level might be elitist. This is a recurring research topic in terms of using English for nonlanguage instruction at the primary and secondary levels, but very few studies refer to university education. We seek to fill that gap in the literature by way of a case study centered on the International Studies degree offered by the Universidad Autónoma de Madrid in Spain. A survey was conducted of students in this program inquiring as to the educational and language levels of their parents as well as their possibilities for exposure to English during secondary (high school) education. The analysis of this quantitative data, student’s grades, and qualitative responses gathered through interviews with program professors does not allow us to affirm the presence of class bias in said institution during student selection for the bilingual track; nor are students in the bilingual group found to have obtained better academic outcomes than their peers in the monolingual group.

Exploring the Nature of Syntactic Priming of English-Mandarin Bilinguals Comparing with English Monolinguals

This study investigates the nature of syntactic priming in English-Mandarin bilinguals. Compared with the English monolinguals, the results show that differences between bilingual and monolingual groups can be attributed to the different syntactic structures and subtle linguistic differences between English and Mandarin, including the impact and potential language interference. The study also emphasizes that there are marginally significant differences between passive and locative conditions among bilingual groups, with passive priming showing a stronger priming effect. Importantly, the study elucidates the sensitivity of English-Mandarin bilinguals to argument structure and the influence of animacy distribution on the generation of passive sentences, as well as the reduced use of passive sentences by bilinguals compared to monolinguals. The research demonstrates that the argument structure priming hypothesis and animacy distribution also exist in English-Mandarin bilingual groups the same as the English monolinguals [1].

Enhancement of laryngeal contrasts in non-native English clear speech: a comparison between L2-immersed sequential bilinguals and L1-immersed speakers.

Clear speech, a speaking style used to mitigate communicative circumstances affecting the transmission or decoding of speech signal, often involves the enhancement of language-specific phonological contrasts, including laryngeal contrasts. This study investigates the role of language dominance in the implementation of language-specific laryngeal contrasts in L2 clear speech. Two groups of Korean-English speakers (L1 Korean) were tested: a relatively less Korean-dominant L2-immersed group of sequential bilinguals (N = 30) and a strongly Korean-dominant L1-immersed group (N = 30), with dominance assessed based on the results of the Bilingual Language Profile. Participants read a set of English minimal pairs differing in the voicing of word-initial stops (e.g., tab vs. dab), and their acoustic enhancement strategies were compared with those of native English speakers (N = 20). As correlates of the English laryngeal contrast, voice onset time (VOT) and onset f0 were measured. Results showed that both bilingual groups enhanced English laryngeal contrast in clear speech via voiceless VOT lengthening, similarly to native English speakers, but to a smaller extent than native speakers. Both bilingual groups also implemented a greater degree of onset f0 difference between voiced and voiced English stops than native English speakers did, although no enhancement of this parameter was observed in their clear speech. Surprisingly, no significant differences were found between L2- and L1-immersed speakers, suggesting a lack of language immersion effect on the acoustic enhancement strategies in L2 clear speech. We discuss possible explanations for this finding and propose directions for future research.

Processamento auditivo central e processamento fonológico em bilíngues do português brasileiro - inglês

ABSTRACT Purpose: to compare temporal auditory processing (temporal ordering) and phonological processing skills in bilingual and monolingual subjects. Methods: 100 undergraduate and postgraduate university students divided into a bilingual group (BG; n = 50) and a monolingual group (MG; n = 50). The study assessed the two groups’ phonological processing skills (phonological awareness, working memory - phonological loop, and rapid lexicon access) and temporal auditory processing skills (Frequency Pattern and Duration Pattern Tests). The Mann-Whitney test (p = 0.05) was used for statistical analysis. Results: BG performed better than MG in phonological awareness and phonological working memory tasks - nonword repetition and rapid naming tasks, except for color naming, and the two auditory processing tests. Conclusion: Bilinguals performed better on phonological and auditory tests. These skills help them identify and discriminate variations in the phonology of both languages, influencing their performance.

The role of minority language bilingualism in spotting agreement attraction errors: Evidence from Italian varieties.

Bilingual adaptations remain a subject of ongoing debate, with varying results reported across cognitive domains. A possible way to disentangle the apparent inconsistency of results is to focus on the domain of language processing, which is what the bilingual experience boils down to. This study delves into the role of the bilingual experience on the processing of agreement mismatches. Given the underrepresentation of minority bilingual speakers of non-standard varieties, we advance a unique comparative perspective that includes monolinguals, standard language bilinguals, and different groups of minority language bilinguals, taking advantage of the rich linguistic diversity of the Italian peninsula. This comparative approach can reveal the impact of various sociolinguistic aspects of the bilingual experience across different bilingual trajectories. We developed an auditory acceptability judgement task in Italian, featuring Subject-Verb agreement mismatches. Participants evaluated the stimuli on a 5-point Likert scale and reaction times were recorded. The results do not reveal significant differences between the speakers of standard languages: Italian monolinguals and Italian-Spanish bilinguals. Instead, significant differences are found between monolinguals and the two groups of minority language bidialectals, as well as between the bidialectal groups themselves: Italian-Pavese bidialectals were faster than both Italian-Agrigentino bidialectals and Italian monolinguals, while Italian-Agrigentino bidialectals were less accurate than both Italian-Pavese bidialectals and Italian monolinguals. This intricate picture is explained through variables associated with second language use and language switching. Our findings suggest that if bilingualism is viewed as a yes/no phenotype, it is unavoidable that the bilingual experience will remain a mystery linked to intensely debated results. If, however, one accepts that bilingual adaptations are shaped by the environmental ecology of each trajectory, variation across bilingual processing outcomes is unsurprising. Overall, we argue that specific sociolinguistic factors behind each bilingual experience can reveal where bilingual adaptations on language and cognition stem from.

How syntactic gradience in L1 affects L3 acquisition

Abstract The article reports on a longitudinal study of syntactic cross-linguistic influence (CLI) among L1 Polish learners of L2 English and L3 Norwegian. The study mainly aimed to determine the influence of gradience in L1 on third language acquisition. To this end, four syntactic properties were tested, two of which exhibit similarity between Polish and Norwegian (subject-oriented possessive pronouns and adverb placement), and the other two – between English and Norwegian (definite and indefinite articles). A group of 24 learners of Norwegian participated in an acceptability judgment task, which was administered at three data collection times in all three languages. It aimed not only to determine the presence (and sources) of CLI, but also to observe how gradience in L1 affects the assessment of equivalent properties in L3. In order to assess the role played by gradience, the trilinguals’ performance was compared to that of a control group of English-Norwegian bilinguals. The data were analyzed with mixed-effects ordinal logistic regression modelling, which showed statistically significant differences in the ratings of articles between the two groups. We attribute this finding to gradient acceptability characterizing subject-oriented pronouns and adverb placement in Polish, which is a potential source of non-facilitative CLI.

Heritage speaker pragmatics

Abstract The current study investigated request production in Russian as a Heritage language (HL), with a special focus on the role of cross-linguistic influence (CLI) of the majority societal language (here SL-Hebrew) and Age of Onset of Bilingualism (AOB). Ninety-seven adult participants were recruited in four groups: three groups of Russian-Hebrew bilinguals with various AOBs of SL-Hebrew – before the age of 5 (n = 32), between the ages of 5–13 (n = 20), after the age of 13 (n = 19) – and a control group of monolingual Russian speakers (n = 26). The study elicited 20 requests in formal and informal contexts through oral role-plays. The results indicate that heritage speakers acquire the basics of prototypical Russian request strategies across various social contexts. The results also show effects of CLI and AOB in the pragmatic competence of HL-speakers. When faced with linguistic difficulties to express requests, HL speakers resort to the use of compensatory strategies leading to the creation of novel structures. These novel structures are a combination of conventions that are characteristic of the Russian acquired in childhood and transfer from the dominant SL. The study makes an important contribution to the understanding of HL pragmatic development by investigating the effects of CLI and AOB.

Variability in the effects of bilingualism on task switching of cognitively healthy and cognitively impaired older bilinguals

IntroductionThe impact of bilingualism on executive function has been extensively discussed, but inconsistent evidence has been reported. These discrepancies may stem from the complexities of being bilingual and the various ways of measuring bilingual experiences. This study aims to clarify the debate by providing a systematic critique and analysis on how different measurements of bilingualism can lead to different results within the same group of bilinguals.MethodsWe tested 48 cognitively healthy (CH) and 43 cognitively impaired (CI) older adults (Mage = 73.25 and 79.72 years, respectively) using the color-shape switching task. We assessed bilingualism using six different methods based on dominant language usage: five categorical computations and one continuous measurement.Results and discussionThe results varied depending on the method of measuring bilingualism and the participant group. For CH older adults, a significant effect of bilingualism on cognition performance was observed only when using the categorical variable based on a cutoff of 70% dominant language usage, but not with other categorical computations or the continuous approach. For CI older adults, no effect of bilingualism was found, regardless of the type of measurement used. In summary, our results demonstrated that different measurements of language use can yield different results within the same group of bilinguals using a single task. Our study yielded important implications for bilingual research: the findings challenge the current methodologies used to describe bilingual experiences and call for care and consideration of context and the complexity when examining the effects of bilingual experience on executive functions.

Bilingualism in adult population without cognitive impairment: its relationship with aging in structural neuroimaging. A cross‐sectional study.

AbstractBackgroundAging is consistently associated with cortical gray matter (GM) reductions. Bilingualism has been described as a potential reserve contributor for successful brain aging and has been associated with a variety of structural changes in cortical morphology. In this study we aim to: 1) Explore differences between bilinguals and monolinguals on the whole brain cortical thickness, area and volume, 2) explore if correlations between age and cortical measures are different between bilinguals and monolinguals, and 3) to evaluate age‐bilingualism interaction effects on the cortical characteristics.MethodCross‐sectional study with healthy volunteers from the Gipuzkoa Alzheimer Project (GAP) cohort. Cognitively unimpaired (CDR Global Score = 0) with available 3T MRI were included and classified as bilinguals or monolinguals based on daily use of both Spanish and Basque languages or only Spanish. Subjects with diffuse white matter lesions (Fazekas scale = 3) were excluded. Cortical reconstruction was performed with Freesurfer package v5.1. as described in Montal et al., 2017. Analyses were conducted in the whole brain using linear modeling of the maps and Monte Carlo simulation corrected for multiple comparisons as implemented in FreeSurfer’s QDEC interface.ResultSample included 88 bilinguals and 83 monolinguals (see Table 1 for demographic and clinical characteristics). Whole brain cortical thickness, area or volume were not significantly different between groups. Age‐cortical thickness and volume correlation maps showed broader areas of negative associations in the monolingual than in the bilingual group, and inverse associations in the relationship with area characterized by negative correlations in monolinguals and positive and negative correlations in bilinguals (Figure 1). More specifically, significant age‐bilingualism interactions were found for thickness in the right superiorfrontal gyrus (p = 0.012), and for the surface area, in the inferiorparietal (p = 0.0001), supramarginal (p = 0.043) and lingual (p = 0.042) regions of the left hemisphere.ConclusionCortical thickness and area variations occurring in relation to aging in cognitively healthy individuals could be modulated by bilingualism.

Measurement invariance of the English reading motivational structure of bilingual and multilingual university students

Self-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning. Thus, this study examined the motivational structure in English reading of 1170 first-year students of 13 universities from nine Indonesian provinces (Mage = 19.3, SD = 0.85). Data were collected at one measurement point using the Motivation for Reading Questionnaire to measure reading self-efficacy, extrinsic motivation, and intrinsic motivation (IM); a four-item self-concept questionnaire; the English Reading Behavior Questionnaire, and an ERC. The study developed and evaluated two hypothesized models on the moderating role of past second language (L2) learning experience. The results of structural equation modeling corroborated the moderating influence of being bilingual and multilingual learners on the motivational variables, although not each of the expected paths fit the model. Among the variables, intrinsic motivation exerted the highest effect on the ERC of Indonesian university students. A difference analysis using one-way analysis of variance (ANOVA) on the motivational variables between the two groups demonstrated that multilingual groups outperformed the bilingual group in nearly all motivational variables. The results implied that categorizing students according to their previous learning experience with a foreign language can help teachers to prioritize their teaching to improve the reading comprehension achievement of students.

Academic Achievement of Foreign Language Undergraduate Students during Pandemic Times

This research article aims to show the academic achievement in the form of marks of students of the third year’s subject ‘Teaching and Learning English’ located in the Degree in Primary Education (Faculty of Education, Universidad de Murcia, Spain). Our corpus of participants has five different groups (including the bilingual group) with a total number of n=1496 students with an average per academic year of n=374 students whose marks have been analysed comparing four different academic years. Taking into account the subject programme, the performance of the students during the normal year, during the lockdown, in the blended learning yeart (face-to-face and online) and in the return-to-normal year have been analysed. The results show that in both the lockdown and the blended learning year the performance is higher than in the other academic years, which leads us to question whether the pandemic really influenced the assessment and teaching conditions of the subject.

41 Analyzing Perceived Workloads in Bilinguals and Monolinguals’ Digit Span Performance

Objective:A common neuropsychological task used is the Digit Span, known as a test of attention and working memory. The Digit Span Forward (DS-F) task evaluates attention; meanwhile, the Digit Span Backward (DS-B) and Sequencing (DS-S) evaluate working memory. Research shows that persons that speak multiple languages demonstrate better attention and working memory abilities compared to monolingual speakers. The NASA Task Load Index (NASA-TLX) was conditionally validated by Hardy and Wright (2018) to measure perceived mental workload. Research also shows that bilinguals report higher perceived workloads on cognitive tasks compared to monolinguals. With that said, it was hypothesized that bilinguals would demonstrate better performances on Digit Span tasks compared to monolinguals. Additionally, it was hypothesized that bilinguals would report higher perceived workloads on all digit span tasks compared to monolinguals.Participants and Methods:The sample consisted of 29 psychologically and neurologically healthy participants with a mean age of 29.66 (SD = 7.14). Participants were divided into two groups: English monolingual speakers (n = 10) and English and other language bilingual speakers (n = 19).Participants completed all the subtests of the Digit Span (i.e., DS-F, DS-B, DS-S) in English. The NASA-TLX was used to measured DS-F, DS-B, and DS-S perceived workloads. The NASA-TLX was completed after each Digit Span subtest in English. We used ANOVAs to evaluate DS-F, DS-B, and DS-S performance and their perceived workload between our language groups.Results:We found no significant differences between language groups on the DS-F. However, the bilingual group reported the DS-F to be more temporally demanding and frustrating compared to the monolingual group, p’s < .05, nps2 =.14-.15. Next, we found that the monolingual group outperformed the bilingual group on the DS-B task, p = .027, np2 = .17. On the other hand, the bilingual group reported the DS-B task to be more temporally demanding and frustrating compared to the monolingual group, p’s < .05, nps2=.18-.20. Finally, on the DS-S task the monolingual group outperformed the bilingual group, p = .043, np2 = .14. Meanwhile, the bilingual group reported the DS-S task to be more mentally and temporally demanding compared to the monolingual group, p’s < .05, nps2=.18-.34.Conclusions:Contrary to our hypothesis, results show that monolinguals outperformed bilinguals on DS-B and DS-S, but not DS-F. However, as expected, bilinguals did report higher perceived workloads (e.g., frustration) on Digit Span tasks compared to monolinguals. A possible explanation could be that bilinguals’ efforts to remember the numbers were more taxing compared to monolinguals’ because they had to inhibit from verbally responding in their other language. Rushing bilinguals to provide responses, ultimately developing higher perceived workloads on Digit Span tasks. Future work should investigate if time perspective may be influencing bilingual speakers Digit Span performances and perceived workloads.