Examining the Role of Control Processes in Reading Comprehension in a Second Language

This article examines how cognitive and linguistic mechanisms support second language (L2) reading comprehension, with a focus on executive functions such as working memory, inhibition, and attentional control. Drawing on recent empirical and theoretical contributions, it considers how bilingual experience shapes reading processes and outcomes. The review highlights two core characteristics of bilingual lexical access: reduced lexical entrenchment and interlingual co-activation. These factors impact word recognition in the L2 and vary depending on word frequency, age of acquisition, and orthographic similarity between languages. Cognates often facilitate reading, while interlingual homographs may create interference, depending on task context and semantic constraints. We also revisit the debated “bilingual advantage” in executive functions: Some studies support enhanced cognitive flexibility and working memory in bilinguals, particularly when language switching is frequent, while other researchers report no significant differences, suggesting that the bilingual advantage may depend on specific task demands and participant characteristics. Moreover, we underscore the role of metacognitive skills, such as comprehension monitoring and strategic reading, in supporting L2 reading. In several studies, oral language proficiency and reading fluency are consistently strong predictors of comprehension performance. In conclusion, this article calls for further longitudinal and neurocognitive studies to better understand how bilingualism shapes the cognitive architecture of reading and how individual and contextual factors mediate these effects.