The pervasive monolingual bias present within many societies threatens the well-being of bilingual children and their families. Unfortunately, such bias is present in much psycholinguistic research as well. Bilingual–monolingual comparisons with methodological approaches upholding monolingual norms are not equitable to bilinguals. We do not need such comparisons to learn more about bilingual use and processing. Instead, psycholinguistic research investigating the impact of different kinds of environments for language learning, use, and processing within bilingual populations can be transformative. Applied psycholinguistic research with an increased focus on investigating all the languages bilingual children and their families need for day-to-day communication, and on the factors supporting their learning and use, can help inform educators, policy makers, and language and speech professionals. This will hopefully contribute to the well-being of the people we study.

许多社会普遍存在的单语偏见威胁着双语儿童及其家庭的福祉。不幸的是，这种偏见也存在于许多心理语言学研究中。双语-单语比较与支持单语规范的方法论方法对双语者来说并不公平。我们不需要这样的比较来了解更多关于双语使用和处理的信息。相反，调查不同环境对双语人群语言学习、使用和处理的影响的心理语言学研究可能具有变革性。应用心理语言学研究，更加注重调查所有双语儿童及其家庭日常交流所需的语言，以及支持他们学习和使用的因素，可以帮助教育者、政策制定者以及语言和言语专业人士了解情况。这有望为我们研究的人们的福祉做出贡献。