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LING5326
December 10, 2104
O, That Way Madness Lies: Psychiatric Disorders and Bilingualism
How bilingualism affects the brain has been a long been an important topic for
research in various areas. Of course, bilingualism provides an major research field for
education and language acquisition. But the implications of bilingualism extend beyond
these. There is a growing body of research into how bilingualism manifests itself in, and
may even influence, cognitive, mental and psychiatric disorders, including aphasia,
Alzheimer’s, Asperger’s, autism spectrum, schizophrenia, and behavioral and emotional
problems. Studies into the connection between bilingualism and these areas can
hopefully not only help those already afflicted by them but can also offer insights into
how to avoid possible psychiatric problems directly influenced by bilingualism in the
future.
One of the main areas of research into the bilingualism in recent years has
investigated how bilingualism affects the brain in later in life, and if this can change, or
even stop, the advance of some neurological problems associated with aging, such as
Alzheimer’s. However, research into this area may also have implications for people
with autism and Asperger’s. According to Hyltenstam and Stroud (1989), bilinguals who
develop aphasia and dementia share the inability to handle pragmatic language
interactions which is such a hallmark of autistics and some people with Asperger’s.
Since these people possessed a pragmatic ability before they suffered dementia and
aphasia, finding what exactly changed after they suffered the disorders may he able to
help regain this function. It may also help people affected from birth with conditions such
as autism and Asperger’s, since this inability to understand and perform pragmatic
language processing among people with those conditions is not the result of
neuroanatomical problems; their language language ability, at least in a purely
neurological sense, are intact (Martin & McDonald, 2004).
Schizophrenics may offer a link between psychiatric problems and bilingualism
as well. There has long been an association between language processing and
schizophrenia. Schizophrenics show numerous abnormalities related to language
function. Both Paradis (2008) and a 2010 study by Southwood, Schoeman, and Emsley
show that bilingual schizophrenics display different psychotic features depending on
what language they are using. This also echoes the research by Hyltenstam and
Stroud, who note that bilingual aphasics and those suffering from various forms of
dementia may also display different characteristics of their conditions depending on
what language they are using at the time. Besides being interesting as key to
understand language processing, the link between schizophrenia and language has
major implications about the possible development in the future of serious psychiatric
problems in bilinguals. According to Southwood, Schoeman, and Emsley, in population
cohort studies, premorbid language impairments, including decreased speech
intelligibility, appear to be associated with a significant increase in risk for schizophrenia
later in life.
In 2002, Toppelberg, Medrano, Morgens, and NietoCastanon decided to directly
research if there was a connection between language problems and psychopathology
by studying a group of SpanishEnglish bilingual children. All of the children had already
evidenced some kind of psychological difficulty and had been officially referred for
psychiatric services. The researchers studied the bilingual language skills,
emotional/behavioral problems, socioeconomic status, immigration variables, and
nonverbal IQs of 50 consecutivelyreferred children. In the end, the researchers found
that there was a high prevalence of language disorders and delays, which they
theorized meant a relationship between poor language skills and emotional/behavioral
problems, thus forming a clearer path between language and psychiatric problems. But
another question presents itself did these children’s emotional and behavioral
difficulties really have much to do with their bilingualism, or would they, due to their
socioeconomic status, IQs, and immigrant variables, have evidenced these conditions
even if they were monolinguals?
One European study may help shed light on the answer to this question. In 2000,
researchers did a followup study of a group of bilingual FinnishSwedish migrant
children, specifically investigating their mental wellbeing and school achievement, and
how the use of language may affect them (Vuorenkoski, L., Kuure, O., Moilanen, I.,
Penninkilampi, V., & Myhrman, A). In the followup, the researchers screened the same
series of children, 6 years after migration, for psychiatric symptoms. Out of five groups
distinguished in terms of patterns of language use, two were essentially fine, but three
showed vulnerability to psychiatric problems. The successful groups had consistent use
of the two languages, but the risk groups were characterised by mixed use of languages
before remigration or substantial language shift after remigration. At least in the cases
of these children, balanced language use and stability in their cultural values seemed to
be key to a healthier mental state. it seems obvious that ejection of the children’s family
and cultural values could contribute to possible psychiatric problems, but the
researchers also came to the conclusion that an imbalance in language use between
the two was also a contributor.
These studies give rise to an important research question: can bilingualism lead
to psychiatric disorders? It is obvious that one does not necessarily follow the other;
there are millions of people, past and present, who knew or were fluent in more than
one language who had no psychological problems whatsoever. But is there a possibility
that bilingualism can lead to psychiatric problems? If so, this is something not only for
researchers and parents but also teachers to know. If a line can be connected between
bilingualism and the psychiatric problems, than ESL/EFL teachers should be aware of it
and how it happens, and therefore take steps necessary to make sure that they as
teachers are not in any way contributing to the sort of negative bilingual
languageprocessing situation which may lead to there.
References
Hyltenstam, K., & Stroud, C. (1989). 12. Bilingualism in Alzheimer's dementia two case
studies. Bilingualism across the lifespan: Aspects of acquisition, maturity and loss, 202.
Martin, I., & McDonald, S. (2004). An exploration of causes of nonliteral language
problems in individuals with Asperger syndrome. Journal of Autism and Developmental
Disorders, 34(3), 311328.
Paradis, M. (2008). Bilingualism and neuropsychiatric disorders. Journal of
Neurolinguistics, 21(3), 199230.
Southwood, F., Schoeman, R., & Emsley, R. (2010). Bilingualism and psychosis: A
linguistic analysis of a patient with differential symptom severity across languages.
Southern African Linguistics and Applied Language Studies,27(2), 163171.
Toppelberg, C. O., Medrano, L., Morgens, L. P., & NietoCastanon, A. (2002). Bilingual
children referred for psychiatric services: Associations of language disorders, language
skills, and psychopathology. Journal of the American Academy of Child & Adolescent
Psychiatry, 41(6), 712722.
Vuorenkoski, L., Kuure, O., Moilanen, I., Penninkilampi, V., & Myhrman, A. (2000).
Bilingualism, School Achievement, and Mental Wellbeing: A Follow‐up Study of Return
Migrant Children. Journal of Child Psychology and Psychiatry,41(2), 261266.