Children who learn a second language before the age of 5 have more brain gray matter in their language areas than those who only learn a single language. Also, some studies have shown that bilingual people have more rapid visual discrimination and processing than monolingual-matched controls. But bilingual students are also grossly under-identified in gifted and talented programs, and many bilingual students may fail to get specialized language help in school because of confusion over the possible contribution of the two languages. Bilingualism is just another difference that we need to consider in neurolearning and educational design, but are understanding of their implications is in its infancy.
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