Este trabajo comienza con una aproximación al concepto de bilingüismo, aportando varias definiciones. Para el autor se trata de un estado que puede ocupar un lugar específico en un espacio imaginario en cuyos polos opuestos se encuentran el bilingüismo mínimo y el bilingüismo ideal y equipara el proceso de bilingüización a la acción de un traductor. Considera que este proceso conlleva cinco pasos, avanzando desde un conocimiento “etic” a otro “emic” y se centra en la interiorización “emic”, revisando teorías e investigaciones relacionadas con la existencia de uno o dos almacenes de procesamiento de información lingüística en los bilingües y abordando también una tercera aproximación que mantiene una postura intermedia. Explica que, a partir de mediados de los sesenta, se produce una reacción en contra de la penosa imagen de deficiencia que se había presentado del bilingüe y engloba los criterios, hipótesis y explicaciones que se han venido manejando en defensa de las relaciones positivas entre bilingüismo y desarrollo cognitivo en tres grupos, revisando algunos estudios representativos. El autor concluye manifestando sus reservas para sumarse a la euforia generalizada en relación con las manifestaciones cognitivas del bilingüismo, al considerar que los estudios presentan limitaciones de diversa índole.
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