Abstract:The present study investigates the impacts of bilingualism on academic performance among high school students by using cognitive assessment scores as proxies for GPAs. As seminal works, finding a constant bilingual advantage (BA), are being increasingly disproved in favor a selective BA, task demand in working memory (WM) was introduced to examine this. A mixed method was used. Participants completed a self-assessment survey, rating their academic performance and beliefs regarding the bilingual advantage hypot… Show more
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