Chapters in Books

Bialystok, E. (2015). The impact of bilingualism on cognition. In R. Scott & S. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences. Hoboken, NJ:  John Wiley and Sons. DOI: 10.1002/9781118900772.etrds0340

Bialystok, E., & Craik, F.I.M. (2015). Cognitive consequences of bilingualism: Executive control and cognitive reserve. In J.W. Schwieter (Ed.), The Cambridge Handbook of Bilingual Processing (pp. 571-585). Cambridge: Cambridge University Press.

Bialystok, E. (2014). Språkerfaring endrar språklege og kognitive evner. In E. Brunstad, A.-K.H. Gujord, & E. Bugge (Eds.), Rom for Språk: Nye Innsikter I Språkleg Mangfald. (pp. 131-146). Oslo: Novus Forlag.

Bialystok, E. (2014). Language experience changes language and cognitive ability: Implications for social policy. In B. Spolsky, O. Inbar-Lourie, & M. Tannenbaum (Eds.), Challenges for language education and policy: Making space for people. (pp. 259-269). New York City: Routledge.

Friesen, D.C., & Bialystok, E. (2013). Control and representation in bilingualism: Implications for pedagogy. In J. Schwieter (Ed.), Innovative research and practices in second language acquisition and bilingualism. (pp. 223 – 240). Amsterdam: John Benjamins.

Bialystok, E. (2013). Impact of bilingualism on language and literacy development. In T. Bhatia & B. Ritchie (Eds.), Handbook of Bilingualism and Multilingualism, Second Edition. (pp. 624-648). Oxford: Wiley-Blackwell.

Bialystok, E., & Barac, R. (2013). Cognitive effects. In F. Grosjean & P. Li (Eds.), The Psycholinguistics of bilingualism. (pp. 192-213). Chichester, UK: Wiley-Blackwell.

Luk, G. & Bialystok, E. (2011). Language representation and cognitive control in bilinguals: An insight for cross-linguistic dyslexic research. In P. McCardle, J.-R. Lee, B. Miller & O. Tzeng (Eds.), Dyslexia across languages: Orthography and the brain-gene-behavior Link. (pp. 281-293). Baltimore, MD: Brookes Publishing.

Bialystok, E. (2011). How analysis and control lead to advantages and disadvantages in bilingual processing. In C. Sanz & R.P. Leow (Eds.), Implicit and Explicit conditions, Processes and Knowledge in SLA and Bilingualism. (pp. 49-58). Washington, DC: Georgetown University Press.

Bialystok, E., & Feng, X. (2010). Language proficiency and its implications for monolingual and bilingual children.  In A.Y. Durgunoglu & C. Goldenberg (Eds.), Dual language learners: The development and assessment of oral and written language.  (pp. 121-138). New York: Guilford Press.

Bialystok, E. (2010). Experience and the mind: Psycholinguistic implications of bilingualism. In B. Bokus (Ed.), Studies in the Psychology of Language and Communication. In honor of Ida Kurcz. (pp. 183-190). Warsaw: Matrix Press.

Craik, F.I.M. & Bialystok, E. (2010). Les effets du bilinguisme sur le veillissement cognitif.  In D. Brouillet (Ed.), Le Viellissement Cognitif Normal. Paris: DeBoeck.

Bialystok, E., & Craik, F.I.M. (2010). Structure and process in lifespan cognitive development. In W. F. Overton (Ed.), Cognition, biology, and methods across the lifespan. Volume 1 of the Handbook of life-span development, Editor-in-chief: R. M. Lerner.  (pp. 195 – 225). Hoboken, NJ: Wiley.

Bialystok, E., & Peets, K. (2010).  Bilingualism and cognitive linkages: Learning to read in different languages.  In M. Shatz & L. Wilkinson (Eds.), The education of English language learners: Research to practice. (pp. 133-151). New York: Guildford Press.

Bialystok, E. (2010). Bilingualism at school: Effect on the acquisition of literacy. In P. Griffiths, A.J. Merrison, & A. Bloomer (Eds.), Language in use: A reader. (pp. 190-199). New York: Routledge.

Craik, F.I.M. & Bialystok, E. (2010). Bilingualism and aging: Costs and benefits. In Backman, L. & Nyberg, L. (Eds.), Memory, aging and the brain: A festschrift for Lars-Göran Nilsson.  (pp. 115-131). New York: Psychology Press.

Bialystok, E. (2009). Effects of bilingualism on cognitive and linguistic performance across the lifespan. In I. Gogolin & U. Neumann (Eds.), Streitfall Zweisprachigkeit – The bilingualism controversy. (pp. 53-68). Wiesbaden: VS Verlag fur Sozialwissenschaften.

Bialystok, E. (2008).  Cognitive effects of bilingualism across the lifespan. In Chan, H., Jacob, H., & Kapia, E. (Eds.), BUCLD 32: Proceedings of the 32nd annual Boston University Conference on Language Development, Volume 1. (pp. 1-15). Cascadila Press.

Bialystok, E. (2008).  Second language learners in the science classroom. In A. Rosebery & B. Warren, (Eds.), Teaching science to English language learners (pp. 107-117).  Washington:  National Science Teachers Association.

Craik, F.I.M., & Bialystok, E. (2008).  Lifespan cognitive development: The roles of representation and control.  In F.I.M. Craik & T.A. Salthouse (Eds.) The Handbook of Aging and Cognition (3rd edition). New York: Psychology Press.

Craik, F.I.M., & Bialystok, E. (2006).  On structure and process in lifespan cognitive development.  In E. Bialystok & F.I.M. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 3-14). New York: Oxford University Press.

Bialystok, E. (2006).  Bilingualism at school:  Effect on the acquisition of literacy. In P. McCardle & E. Hoff (Eds.), Child bilingualism: Research on infancy through school age (pp. 107-124).  Clevedon, UK: Multilingual Matters.

Bialystok, E. (2005). Consequences of bilingualism for cognitive development.  In J.R. Kroll & A. de Groot (Eds.), Handbook of Bilingualism: Psycholinguistic Approaches (pp. 417-432).  Oxford:  Oxford University Press.

Reprinted in Polish (2007).  Wpływ dwujęzyczności na rozwój poznawczy. In I. Kurcz (Ed.), Psychologiczne problomy dwujęzyczności. (pp. 269-295).  Gdańskie:  Gdańskie Wydawnictwo Psychologiczne.

Bialystok, E.  (2004). Impact of bilingualism on language and literacy development.  In T.K. Bhatia & W.C. Ritchie (Eds.), Handbook of bilingualism (pp. 577-601). Oxford:  Blackwell.

Tsukada, K., Birdsong, D., Bialystok, E., Mack, M., Sung, H., and Flege, J. (2003). The perception and production of English /ε / and /æ / by Korean children and adults living in North America. In M. Solé, D. Recasens & J. Romero (Eds) Proceedings of 15th International Congress of Phonetics Sciences (pp. 1589-1592).  Barcelona: Casual Productions.

Bialystok, E. (2002). Cognitive processes of L2 users.  In V. Cook (Ed.), Portraits of the L2 User.  (pp. 145-165).  Clevedon, England: Multilingual Matters.

Bialystok, E.  (2001). Literacy: The extension of language through other means. In R.L. Cooper, E. Shohamy, & J. Walters (Eds.), New Perspectives and Issues in Educational Language Policy: A Festschrift for Bernard Dov Spolsky. (pp. 19–33). Amsterdam: John Benjamins.

Bialystok, E. (2001). Developing bilinguals: Language and cognitive effects in preschool children.  In C. Munoz (Ed.), Trabajos en lingüística aplicada (pp. 3–9). Barcelona: Univerbook.

Bialystok, E., & Hakuta, K. (1999).  Confounded Age: Linguistic and cognitive factors in age differences for second language acquisition.  In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 161–181).  Mahwah, NJ: Erlbaum.

Bialystok, E., & Jenkin, H. (1998).  L’espace interne: comment les representations mentales affectent la rotation mentale. (Inner Space: How mental representations affect mental rotation.)  In J. Bideaud & Y.Courbois, (Eds.), Image mentale et developpement : de la theorie piagetienne aux neurosciences cognitives (pp. 55-77).  Paris: Presses Universitaires de France.

Bialystok, E. (1997).  Anatomy of a revolution.  In D. Johnson & K. Erneling (Eds.), The future of the cognitive revolution (pp. 109-113).  New York: Oxford University Press.

Kellerman, E., & Bialystok, E. (1997). On psychological plausibility in the study of communication strategies.  In G. Kasper & E. Kellerman (Eds.), Communication strategies: Psycholinguistic and sociolinguistic perspectives (pp. 31-48). London: Longmans.

Bialystok, E. (1996). Preparing to read: The foundations of literacy.  In H. Reese (Ed.), Advances in child development and behavior, volume 26 (pp. 1-34). New York: Academic Press.

Bialystok, E. (1995).  Why we need grammar: Confessions of a cognitive generalist. In L.A. Eubank, L. Selinker, & M. Sharwood Smith, (Eds.), The current state of interlanguage: Studies in honor of William E. Rutherford (pp. 55-62). Amsterdam: John Benjamins.

Bialystok, E. (1994). Towards an explanation of second language acquisition.  In G. Brown, K. Malmkjaer, A. Pollitt, & J. Williams, (Eds.), Language and understanding (pp. 115-138).   Oxford: Oxford University Press.

Bialystok, E. (1994). Representation and ways of knowing: Three issues in second language acquisition. In N. Ellis (Ed.), Implicit and explicit factors in second language learning:  interdisciplinary perspectives (pp. 549-569). London: Academic Press.

Bialystok, E. (1994). Reading comprehension in second and foreign language. In T. Husen & T.N. Postlethwaite (Eds.), International encyclopedia of education, 2nd edition (pp. 4936-4940).  Oxford: Pergamon Press.

Reprinted in: (1996).  International encyclopedia of developmental and instructional psychology (pp. 564-568). Oxford: Elsevier Science.

Bialystok, E. (1993).  Metalinguistic awareness: The development of children’s representations of language.  In C. Pratt & A. Garton (Eds.), Systems of representation in children: development and use (pp. 211-233). London: Wiley & Sons.

Bialystok, E. (1993). Symbolic representation and attentional control in pragmatic competence.  In S. Blum-Kulka & G. Kasper (Eds.), Interlanguage pragmatics (pp. 43-57). New York: Oxford University Press.

Bialystok, E. (1992). Selective attention in cognitive processing: The bilingual edge. In R.J. Harris (Ed.), Cognitive processing in bilinguals (pp. 501-513). Amsterdam: North Holland.

Bialystok, E. (1991).  Achieving proficiency in a second language: A processing description. In E. Kellerman, R. Phillipson, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign language pedagogy research (pp. 63-78).  Clevedon, England: Multilingual Matters.

Bialystok, E. (1991). Metalinguistic dimensions of bilingual language proficiency.  In E. Bialystok (Ed.), Language processing in bilingual children (pp. 113-140). London: Cambridge University Press.

Bialystok, E., & Cummins, J. (1991).  Language, cognition, and education of bilingual children.  In E. Bialystok (Ed.), Language processing in bilingual children (pp. 222-232).  London:  Cambridge University Press.

Bialystok, E. (1988).  Learning to read: Process and problems in acquisition.  In L. Laurinen & A. Kauppinen (Eds.), AFinLA Yearbook 1988.  Helsinki:  Publications de l’Association Finlandaise de Linguistique Appliquée.

Bialystok, E., & Kellerman, E. (1987). Communication strategies in the classroom.  In B. Das (Ed.), Communication and learning in the classroom community. Singapore: SEAMEO Regional Language Centre.

Bialystok, E. (1987). A psycholinguistic framework for exploring the basis of secondlanguage proficiency.  In W. Rutherford & M. Sharwood Smith (Eds.), Grammar and second language teaching. Rowley, MA:  Newbury House.

Bialystok, E., & Olson, D.R. (1987). Spatial categories: The perception and conceptualisation of spatial relations.  In S. Harnad (Ed.), Categorical perception (pp. 511531). Cambridge: Cambridge University Press.

Bialystok, E. (1985).  Foreign language learning.  In T. Husen & T.N. Postlethwaite (Eds.), International encyclopedia of education (pp. 19101927). Oxford: Pergamon Press.

Bialystok, E., & Ryan, E. B. (1985).  A metacognitive framework for the development of first and second language skills. In D.L. ForrestPressley, G.E. Mackinnon & T.G. Waller (Eds.), Metacognition, cognition, and human performance (pp. 207252). New York: Academic Press.

Bialystok, E. (1984). Strategies in interlanguage learning and performance. In A. Davies, C. Criper, & A.P.R. Howatt (Eds.), Interlanguage (pp. 3748). Edinburgh: Edinburgh University Press.

Bialystok, E. (1983). Inferencing: Testing the ‘hypothesis testing’ hypothesis. In H.W. Seliger & M. Long (Eds.), Classroom oriented research in language learning (pp.104-123).  Rowley, MA:  Newbury House.

Bialystok, E. (1983).  Some factors in the selection and implementation of communication strategies. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp.100-118).  London:  Longmans.

Olson, D. R., & Bialystok, E. (1982).  Spatial cognition:  The mental representation of objects and forms.  In B. de Gelder (Ed.), Knowledge and representation.  Routledge & Kegan Paul.

Bialystok, E. (1981). Some evidence for the integrity and interaction of two knowledge sources.  In R. Anderson (Ed.), New dimensions in research on the acquisition and use of a second language.  Rowley, MA:  Newbury House.

Bialystok, E. (1980).  A theoretical model of second language learning.  In K. Croft (Ed.), Readings on English as a second language, 2nd Edition.  Cambridge, MA:  Winthrop Publishers.

Bialystok, E. (1979). Developing representations for space: Cultural and cognitive factors.  In E. J. Sacca & J. J. Victoria (Eds.), Presentations on Art Education Research: Perception, Cognition and Representation I.  Montreal:  Concordia University.

Bialystok, E. (1978). Language skills and the learner: The classroom perspective. In C.H. Blatchford & J. Schachter (Eds.), On TESOL '78:  EFL Policies, Programs, Practices. Washington, DC: Teachers of English to Speakers of Other Languages.