The Linguist is a languages magazine for professional linguists, translators, interpreters, language professionals, language teachers, trainers, students and academics with articles on translation, interpreting, business, government, technology
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14 The Linguist Vol/57 No/2 www.ciol.org.uk FEATURES of dementia 5 and better cognitive recovery after stroke. 6 Indeed, in our 2013 study, we found a 4-5-year delay in the onset of dementia for people who speak more than one language. No currently available medication has a comparable impact. Bilingualism leads also to a later onset of MCI (Mild Cognitive Impairment, a precursor of dementia), and has a significantly stronger effect than formal education. 7 Although the risk of developing aphasia after stroke does not differ between mono- and bilinguals, aphasia in bilinguals tends to be less severe. 8 It is important to stress that bilingualism has been defined in most of these studies as the ability to communicate in more than one language, not necessarily to have a perfect command of them. This broader definition of bilingualism is not confined to simultaneous bilingual language acquisition in early childhood, but includes people who learn a second language in later life. Indeed, learning new languages can lead to a measurable improvement in attention from early years to adulthood. 9 Even a one- week intensive language course can lead to a measurable improvement in attention, and the effect is stable in those who practise at least five hours per week. 10 This converging evidence documenting positive effects of language learning and bilingualism comes from different populations, countries, even continents, and different scientific methods. However, in order to transform the research findings into practical policy, we need to change attitudes towards bilingualism and language learning. Last year, we examined the implicit assumptions underlying negative attitudes to bilingualism (among others, the 'monolingual default assumption' and the 'limited resources model') and offered an alternative concept of 'healthy linguistic diet'. 11 Healthy linguistic diet Our Healthy Linguistic Diet approach facilitates a shift in thinking about learning another language as a key skill or an academic subject, to understanding that using two languages is a key ingredient in our cognitive development and wellbeing. We advocate an approach with the focus on developing lifelong habits of learning and using at least two languages, based on awareness that these types of activity will help to equip our brains for enhanced cognitive functioning from early years to advanced age. Considering the big push for healthy lifestyles and healthy eating under the umbrella initiative Healthy Schools, the concept of a healthy linguistic diet should be integrated into this initiative. A Healthy Linguistic Diet has a real potential to contribute to the aims, outlined by the government, of raising achievement across the curriculum, improving long-term health, enhancing wellbeing and improving inclusion. The second language can be acquired in childhood or adulthood. It is never too late to learn a language in order to benefit; in fact, language learning could become a popular and highly beneficial mental activity in retirement and there are trials to employ it as mental training in dementia patients. The pioneering social enterprise Lingo Flamingo (www.lingoflamingo.co.uk), for instance, offers language courses to patients with dementia. The Healthy Linguistic Diet approach stresses regular use as more relevant than knowledge, as is the case with physical exercise: it needs to be regular and at a certain level of intensity to keep us fit. The transformation of Scoil Bhride, Dublin, from monolingual English-speaking school to plurilingual environment provides a good example of how the Healthy Linguistic Diet can be implemented in a school. It proves that everything we promote under the Healthy Linguistic Diet is realistic, doable and brings inspiring results. These include children writing texts in several languages, taking their own initiative to learn other languages, engaging parents and other family members, using multiple languages in classrooms to brainstorm and discuss concepts, and using an increasing diversity of expression, language forms and ways of thinking. The unexpected result was that the status of Irish blossomed. Contrary to fears expressed by parents prior to adopting these innovative practices, more children started using Irish for communication. This new trend of using Irish also triggered a request from parents and non-teaching staff to learn Irish. Yet from our EXERCISING THE MIND Dina and Thomas present their research at the 2017 European Researchers' Night, Science for All, in Brussels (left); and (above right) language learning for dementia patients with Lingo Flamingo Regular use is more relevant than knowledge, as is the case with physical exercise