Extensive studies have documented cognitive and social-emotional benefits associated with bilingualism. However, past research has considered the cognitive and social-emotional benefits of being bilingual separately, despite research suggesting the convergence of these two domains. This tendency persists even for research that decenters English acquisition and focuses more broadly on benefits associated with multi-language learning (MLL). Furthermore, extant theoretical frameworks that address MLL motivation have generally failed to consider the cognitive and social-emotional benefits as motivators for pursuing MLL. Therefore, the present review synthesizes the cognitive and social-emotional benefits associated with multilingualism with the goal of making suggestions for expounding upon MLL frameworks to reflect a broader range of motivations. We suggest that motivation frameworks consider the cognitive and social-emotional gains associated with multilingualism. In doing so, frameworks have the potential to help us better understand caregivers’ and learners’ key impetuses in pursuing MLL.

广泛的研究记录了与双语相关的认知和社会情感益处。然而，尽管研究表明这两个领域是融合的，但过去的研究分别考虑了双语的认知和社会情感益处。这种趋势甚至在那些分散英语习得中心并更广泛地关注与多语言学习 （MLL） 相关的好处的研究中仍然存在。此外，现有的解决 MLL 动机的理论框架通常未能将认知和社会情感益处视为追求 MLL 的动机。因此，本综述综合了与多语言相关的认知和社会情感益处，目的是为阐述 MLL 框架提出建议，以反映更广泛的动机。我们建议动机框架考虑与多语言相关的认知和社会情感收益。在此过程中，框架有可能帮助我们更好地了解照顾者和学习者追求 MLL 的主要动力。