ABSTRACT
Since the 1960s until the present, methodological problems of measuring validly and reliably cognitive development, first-and-second-language (L1 and L2) proficiency, and SES has become a traditional source of flaws present in research on the relation between children’s cognitive development and bilingualism. This study has the objective of comparing the performance of monolingual and bilingual, low and middle-high SES children in an alternative measure of cognitive and language development.
