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International Journal of Bilingualism
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Stress effects on bilingual language professionals' performance

Pamela Blumenthal

George Washington University

Thomas W. Britt

Center for Advanced Study of Language, University of Maryland, Clemson University

Jason A. Cohen

Program in Speech and Hearing Sciences, CUNY Graduate School and University Center, Language in the Aging Brain Project, Boston University School of Medicine and VA Boston Healthcare System

James McCubbin

Center for Advanced Study of Language, University of Maryland, Clemson University

Nathan Maxfield

Program in Speech and Hearing Sciences, CUNY Graduate School and University Center, University of South Florida

Erica B. Michael

Center for Advanced Study of Language, University of Maryland

Philip Moore

George Washington University, Center for Advanced Study of Language, University of Maryland

Loraine K. Obler

Program in Speech and Hearing Sciences, CUNY Graduate School and University Center, loraine.obler{at}gmail.com, Language in the Aging Brain Project, Boston University School of Medicine and VA Boston Healthcare System

Petra Scheck

Center for Advanced Study of Language, University of Maryland

Teresa M. Signorelli

Program in Speech and Hearing Sciences, CUNY Graduate School and University Center

Thomas S. Wallsten

Center for Advanced Study of Language, University of Maryland, Department of Psychology, University of Maryland

The work of bilingual language professionals (e.g., translators, diplomats, intelligence analysts) involves substantial use of two or more languages, and often, as well, substantial amounts of stress. This stress can come from many sources, including the language tasks themselves and difficult working conditions. Yet, little is known about how the stressors that bilingual language professionals (BLPs) face influence their language performance or affect their daily lives. Here, we present pertinent psychological concepts of stress and coping, suggesting a schema for how they may interact with language performance. We then review what is known about how certain stressors influence language performance and the cognitive factors linked to language performance (attention, memory, self-monitoring), concluding with suggestions for research directions that should enable us better to understand and mitigate the negative effects of stress for BLPs.

Key Words: bilingualism • language • stress • workplace

International Journal of Bilingualism, Vol. 10, No. 4, 477-497 (2006)
DOI: 10.1177/13670069060100040501
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