Multilingualism has become the norm rather than the exception in our global society. Previous
research has shown that bilingual children have advantages in cognitive control.
The reason for this is that during language control they recruit general executive brain
regions that are not specified for language. However, the bilingual advantage has been
contested by some studies.
This article reports the methodological setup of an ongoing research in Brussels that
tries to map the neural correlates, the origin and development of the assumed bilingual
advantage in cognitive control. This can be done by means of two conflict tasks that correspond
to the processes involved in multilingual language processing. Besides, two different
types of bilingualism are distinguished according to the sociolinguistic environment
the second language was acquired. Finally, implications for education will be discussed.