Adesope O. O., Lavin T., Thompson T., Ungerleider C., (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Rev. Educ. Res. 80 207–245. 10.3102/0034654310368803
Amici F., Sánchez-Amaro A., Sebastián-Enesco C., Cacchione T., Allritz M., Salazar-Bonet J., et al. (2019). The word order of languages predicts native speakers’ working memory. Sci. Rep. 9 1–12. 10.1038/s41598-018-37654-9
Antón E., Carreiras M., Duñabeitia J. A., (2019). The impact of bilingualism on executive functions and working memory in young adults. PLoS One 14:e0206770. 10.1371/journal.pone.0206770
Ardila A., Rosselli M., Matute E., Guajardo S., (2005). The influence of the parents’ educational level on the development of executive functions. Dev. Neuropsychol. 28 539–560. 10.1207/s15326942dn2801_5
Barac R., Bialystok E., (2012). Bilingual effects on cognitive and linguistic development: role of language, cultural background, and education. Child Dev. 83 413–422. 10.1111/j.1467-8624.2011.01707.x
Barbu C., Gillet S., Poncelet M., (2020). Investigating the effects of language-switching frequency on attentional and executive functioning in proficient bilinguals. Front. Psychol. 11:1078. 10.3389/fpsyg.2020.01078
Barbu C., Gonzalez A., Gillet S., Poncelet M., (2019). Cognitive advantage in children enrolled in a second-language immersion elementary school program for one year. Psychol. Belgica 59 1–20. 10.1080/17588928.2017.1389874
Barbu C., Orban S., Gillet S., Poncelet M., (2018). The impact of language switching frequency on attentional and executive functioning in proficient bilingual adults. Psychol. Belgica 58 115–127. 10.5334/pb.392
Bialystok E., (2011). Reshaping the mind: the benefits of bilingualism. Can. J. Exp. Psychol. 65 229–235. 10.1037/a0025406
Bialystok E., Barac R., (2012). Emerging bilingualism: dissociating advantages for metalinguistic awareness and executive control. Cognition 122 67–73.
Bialystok E., Craik F. I. M., Klein R., Viswanathan M., (2004). Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychol. Aging 19 290–303. 10.1037/0882-7974.19.2.290
Bialystok E., Craik F. I. M., Luk G., (2008). Cognitive control and lexical access in younger and older bilinguals. J. Exp. Psychol. Learn. Mem. Cogn. 34 859–873. 10.1037/0278-7393.34.4.859
Bialystok E., Luk G., Peets K. F., Yang S., (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism Lang. Cogn. 13 525–531. 10.1017/s1366728909990423
Blom E., Küntay A. C., Messer M., Verhagen J., Leseman P., (2014). The benefits of being bilingual: working memory in bilingual Turkish-Dutch children. J. Exp. Child Psychol. 128 105–119. 10.1016/j.jecp.2014.06.007
Carlson S. M., Meltzoff A. N., (2008). Bilingual experience and executive functioning in young children. Developmental Science 11 282–298. 10.1111/j.1467-7687.2008.00675.x
Cenoz J., Genesee F., Gorter D., (2014). Critical analysis of CLIL: taking stock and looking forward. Appl. Linguistics 35 243–262. 10.1093/applin/amt011
Choi E., Shin S., Ryu J., Jung K., Kim S., Park M., (2020). Commercial video games and cognitive functions: video game genres and modulating factors of cognitive enhancement. Behav. Brain Funct. 16:2. 10.1186/s12993020-0165-z
Chung-Fat-Yim A., Sorge G. B., Ellen Bialystok E., (2016). The relationship between bilingualism and selective attention in young adults: evidence from an ambiguous figures task. Quarterly J. Exp. Psychol. 70 366–372. 10.1080/17470218.2016.1221435
Coderre E. L., van Heuven W. J. B., (2014). The effect of script similarity on executive control in bilinguals. Front. Psychol. 5:1070. 10.3389/fpsyg.2014.01070
Comblain A., Rondal J. A., (2001). Apprendre les Langues: où, Quand, Comment? Learning Languages: Where, When, How? Liège: Mardaga.
Costa A., Hernandez M., Sebastian-Galles N., (2008). Bilingualism aids conflict resolution: evidence from the ANT task. Cognition 106 59–86. 10.1016/j.cognition.2006.12.013
Czapka S., Wotschak C., Klassert A., Festman J., (2020). A path to the bilingual advantage. Bilingualism Lang. Cogn. 23 344–354. 10.1017/S1366728919000166
De Smet A., Mettewie L., Galand B., Hiligsman P., Van Mensel L., (2018). Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Stud. Second Lang. Teach. 8 47–71. 10.14746/ssllt.2018.8.1.3
De Wilde V., Brysbaert M., Eyckmans J., (2019). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism Lang. Cogn. 1–15 387–398. 10.1017/S1366728918001062
Diamond A., (2012). Activities and programs that improve children’s executive functions. Curr. Direct. Psychol. Sci. 21 335–341. 10.1177/0963721412453722
Diamond A., Lee K., (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science 333 959–964. 10.1126/science.1204529
Dörnyei Z., (2019). Towards a better understanding of the L2 learning experience, the cinderella of the L2 motivational self system. Stud. Second Lang. Learn. Teach. 9 19–30. 10.14746/ssllt.2019.9.1.2
Dunn L. M., Dunn L. M., Leota M., (2005). Peabody Picture Vocabulary Test-III-NL, Nederlandse versie door Liesbeth Schlichting. Amsterdam: Harcourt Assessment B.V.
Dunn L. M., Thériault-Whalen C. M., Dunn L. M., (1993). EVIP: Echelle de Vocabulaire en Images Peabody [French adaptation of the Peabody Picture Vocabulary Test – Revised]. Richmond Hill: Psycan.
Frye D., Zelazo P. D., Palfai T., (1995). Theory of mind and rule-based reasoning. Cogn. Dev. 10 483–527. 10.1016/0885-2014(95)90024-1
Gardner D., Yung K., (2015). Learner motivation in self-access language learning. Innov. Lang. Learn. Teach. 11 159–176. 10.1080/17501229.2015.1088545
Gardner F. M., (2000). The Expressive One-Word Picture Vocabulary Test, 3rd Edn. Novato, CA: Academic Therapy Publications.
Gillet S., Barbu C., Poncelet M., (in press). Exploration of attentional and executive abilities in french-speaking children immersed in dutch since 1,2,3 and 6 years. Front. Psychol. 11:587574.
Hansen L. B., Macizo P., Duñabeitia, Saldaña D., Carreiras M., Fuentes L. J., et al. (2016). Emergent bilingualism and working memory development in school aged children. Lang. Learn. 66 51–75. 10.1111/lang.12170
Harbert W., (2006). The Germanic Languages. Cambridge: Cambridge University Press.
Hughes C., Ensor R., (2005). Executive function and theory of mind in 2 year olds: a family affair? Dev. Neuropsychol. 28 645–668. 10.1207/s15326942dn2802_5
Huizinga M., Dolan C. V., Van der Molen M. W., (2006). Age-related change in executive function: developmental trends and a latent variable analysis. Neuropsychologia 44 2017–2036. 10.1016/j.neuropsychologia.2006.01.010
Huster R. J., Westerhausen R., Herrmann C. S., (2011). Sex differences in cognitive control are associated with midcingulate and callosal morphology. Brain Struct. Funct. 215 225–235. 10.1007/s00429-010-0289-2
Janus M., Lee Y., Moreno S., Bialystok E., (2016). Effects of short term music and second language training on executive control. J. Exp. Child Psychol. 144 84–97. 10.1016/j.jecp.2015.11.009
Kalashnikova M., Mattock K., (2014). Maturation of executive functioning skills in early sequential bilingualism. Int. J. Bilingual Educ. Bilingualism 17 111–123. 10.1080/13670050.2012.746284
Kaushanskaya M., Gross M., Buac M., (2014). Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children. Dev. Sci. 17 564–583. 10.1111/desc.12142
Koster J., (1975). Dutch as an SOV language. Linguistic Anal. 1 111–136.
Kroll J. F., Dussias P. E., Bogulski C. A., Kroff J. R. V., (2012). “Chapter Seven – juggling two languages in one mind: what bilinguals tell us about language processing and its consequences for cognition,” in Psychology of Learning and Motivation, Vol. 56 ed. Ross B. H., (Cambridge, MA: Academic Press), 229–262. 10.1016/B9780-12-394393-4.00007-8
Lasagabaster D., (2011). English achievement and student motivation in CLIL and EFL settings. Innov. Lang. Learn. Teach. 5 3–18. 10.1080/17501229.2010.519030
Lasagabaster D., Doiz A., Sierra J. M. (eds)., (2014). Motivation and Foreign Language Learning: From Theory to Practice. Amsterdam: John Benjamins Publishing Company.
Lee M. D., Wagenmakers E. J., (2014). Bayesian Cognitive Modeling: A Practical Course. Cambridge University Press.
Li X., Xie J., (2017). Parenting styles of Chinese families and children’s social-emotional and cognitive developmental outcomes. Eur. Early Childhood Educ. Res. J. 25 637–650. 10.1080/1350293X.2017.1331077
López-Penadés R., Sanchez-Azanza V. A., Aguilar-Mediavilla E., Buil-Legaz L., Adrover-Roig D., (2020). Associations of natural language switching with executive control in early bilinguals. Bilingualism Lang. Cogn. 23 1008–1019. 10.1017/S1366728920000012
Love J., Selker R., Marsman M., Jamil T., Verhagen A. J., Ly A., et al. (2015). Software to sharpen your stats. APS Observer 28 27–29.
Mettewie L., (2004). Attitudes en Motivatie van Taalleerders in België. Brussel: Vrije Universiteit Brussel.
Mettewie L., (2015). Apprendre la langue de “l’Autre” en Belgique: La dimension affective comme frein à l’apprentissage. Le Langage l’Homme 50 23–42.
Mezzacappa E., (2004). Alerting, orienting, and executive attention: developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Dev. 75 1373–1386. 10.1111/j.1467-8624.2004.00746.x
Morton J. B., Harper S. N., (2007). What did simon say? Revisiting the bilingual advantage. Dev. Sci. 10 719–726. 10.1111/j.1467-7687.2007.00623.x
Nicolay A.-C., (2012). Acquisition d’une Seconde Langue dans un Contexte d’immersion Linguistique Scolaire précoce: Conditions et Consequences sur le plan du Développement Cognitif. Doctoral thesis, ULiège, Liège.
Nicolay A.-C., Poncelet M., (2013a). Cognitive advantage in children enrolled in a second-Language immersion elementary school program for three years. Bilingualism Lang. Cogn. 16 597–607. 10.1017/s1366728912000375
Nicolay A. C., Poncelet M., (2013b). Cognitive abilities underlying L2 vocabulary acquisition in an early L2-immersion educational context: a longitudinal study. J. Exp. Child Psychol. 115 655–671. 10.1016/j.jecp.2013.04.002
Nicolay A.-C., Poncelet M., (2015). Cognitive benefits in children enrolled in an early bilingual immersion school: a follow up study. Bilingualism Lang. Cogn. 18 789–795. 10.1017/s1366728914000868
Noble K. G., Norman M. F., Farah M. J., (2005). Neurocognitive correlates of Socioeconomic status in kindergarten children. Dev. Sci. 8 74–87. 10.1111/j.1467-7687.2005.00394.x
Oschwald J., Schättin A., von Bastian C. C., Souza A. S., (2018). Bidialectalism and bilingualism: exploring the role of language similarity as a link between linguisticability and executive control. Front. Psychol. 9:1997. 10.3389/fpsyg.2018.01997
Paap K. R., Johnson H. A., Sawi O., (2015). Bilingual advantages in executive functioning either do not exist or are restricted to very specific and undetermined circumstances. Cortex 69 265–278. 10.1016/j.cortex.2015.04.014
Pintrich P. R., (1999). The role of motivation in promoting and sustaining self-regulated learning. Int. J. Educ. Res. 31 459–470. 10.1016/s0883-0355(99)00015-4
Poarch G. J., van Hell J. G., (2012). Executive functions and inhibitory control in multilingual children: evidence from second-language learners, bilinguals, and trilinguals. J. Exp. Psychol. 113 535–551. 10.1016/j.jecp.2012.06.013
Poarch J. G., Bialystok E., (2015). Bilingualism as model for multitasking. Developmental Review 35 113–124. 10.1016/j.dr.2014.12.003
Prior A., MacWhinney B., (2010). A bilingual advantage in task switching. Bilingualism Lang. Cogn. 13 253–262. 10.1017/s1366728909990526
Puric D., Vuksanovic J., Chondrogianni V., (2017). Cognitive advantages of immersion education after 1 year: Effects of amount of exposure. J. Exp. Child Psychol. 159 296–309. 10.1016/j.jecp.2017.02.011
Simonis M., (2019). The Cognitive Profile of Children Enrolled in Content and Language Integrated Learning in French-speaking Belgium. Doctoral thesis, ULB, Bruxelles.
Simonis M., Van der Linden L., Galand B., Hiligsmann P., Szmalec A., (2019). Executive control performance and foreign-language proficiency associated with immersion education in French-speaking Belgium. Bilingualism Lang. Cogn. 23 1–16. 10.1017/S136672891900021X
Wagenmakers E.-J., (2007). A practical solution to the pervasive problem of p values. Psycho. Bull. Rev. 14 779–804. 10.3758/BF03194105
Wagenmakers E.-J., Verhagen J., Ly A., Bakker M., Lee M. D., Matzke D., et al. (2015). A power fallacy. Behav. Res. Methods 47 913–917. 10.3758/s13428-014-0517-4
Walter H., (2001). Honni Soit Qui mal y Pense. Paris: Laffont.
Ware A. T., Kirkovski M., Lum J., (2020). Meta-analysis reveals a bilingual advantage that is dependent on task and age. Front. Psychol. 11:1458. 10.3389/fpsyg.2020.01458
Wechsler D., (2003). The Wechsler Intelligence Scale for Children—Fourth Edition. London: Pearson.
Woumans E., Surmont J., Struys E., Duyck W., (2016). The longitudinal effect of bilingual immersion schooling on cognitive control and intelligence. Lang. Learn. 66 76–91. 10.1111/lang.12171
Zimmermann P., Fimm B., (2010). TAP: Test for Attentional Performance. Herzogenrath: Psytest.
Zimmermann P., Gondan M., Fimm B., (2002). KiTAP: Test for Attentional Performance in Children. Herzogenrath: Psytest.
Zimmermann P., Gondan M., Fimm B., (2005). “KiTAP: test d’evaluation de l’attention, version pour enfants,” Adaptation en Fran ais Par Michel Leclercq. Kaiserstrasse: Psytest.