PI: Esli Struys
This research strand focuses on the neurocognitive study of multilingualism, with a special focus on multilingual development in children, language switching, the bilingual advantage in cognitive processing, the cognitive effects of multilingual education, and professional interpreting.
Functional and Structural Plasticity in the Bilingual Brain
Researchers: Esli Struys
In this fMRI and DTI driven research it is shown how the brains’ functionality and connectivity changes in multilingual children and adults. Specifically, the variability within multilingual populations was examined. Multilingual speakers who speak different languages on a daily basis show cognitive advantages compared to other multilinguals and monolinguals.
Cognition, CLIL and Mathematics
Researcher: Jill Surmont
Cognitive differences between CLIL learners and non-CLIL learners are examined at secondary school level.
Mathematical processing in bilinguals
Researcher: Liu Chang
Chinese and western learners approach mathematical processing differently. This study investigates to what extent immersion in the western culture has an effect on how Chinese students process mathematics.
The cognition of trilingual education
Researcher: Ruilin Wu
This study investigates the effects of trilingual education in the Uyghur Region, China, on language and cognitive development in young adults.
Interpreting and cognitive control
Researcher: Nour Soudabeh
Simultaneous interpreting can be considered as an extreme form of multilingual language control. The main question of this doctoral research is to what extent these control requirements transfer into domain-general advantages in cognitive control.
Less Dyslexia in CLIL Schools. An fMRI study
Researcher: Em. Prof. Piet Van de Craen
The number of dyslexic children in CLIL schools is far below average. It is hypothesized that this might be due to the implicit learning process and the role of the cerebellum in implicit learning.