Early bilingual language experience can enhance children's social-cognitive skills for effective communication. This study examined whether individual variability in bilingual language diversity, measured by language entropy, influenced 3- to 5-year-old children's engagement of contextual information in their selective trust strategies. One-hundred-and-forty Singaporean children (58 girls, Mage = 53.64 months, 97.1% Asian) were presented with an informant who provided either accurate or inaccurate information in a context with either adequate or limited information access. Bilingual children with greater language diversity, compared to those with less language diversity, were more likely to adapt their accuracy-based selective trust strategy to the informant's circumstances (i.e, information access). Results provide new insights into the role of diverse linguistic experiences in shaping children's social cognitive development.

This study examines the impact of language diversity on interpersonal relationships in multinational and national/domestic teams in a multilingual country – India. Specifically, it explores whether and how the influence of language diversity differs in the two types of multilingual project teams. To this end, using direct observations and semi-structured interviews, we conducted a thematic analysis and found that native language-based faultlines and groups exist in both kinds of teams. However, such faultlines and language-based groups can disintegrate into smaller, regional dialect-based subgroups due to the emergence of dialect faultlines. Furthermore, evidence suggests that multilingual managers are more effective as boundary spanners in bridging the faultlines in multinational teams; at the same time, they need to be aware of the distinction between language differences and faultlines. This study provides the required distinction between language diversity and the role of multilingual managers in national and multinational teams in an understudied context, thereby contributing to the literature on language diversity.

There is a large consensus (e.g., Cristia, Foushee, Aravena-Bravo, Cychosz, Scaff & Casillas, 2023; Kidd & Garcia, 2022) that diversification in language acquisition research is needed. Cristia et al. (2023) convincingly argue for studying language acquisition in rural populations and recommend combining observational and experimental approaches in doing so. In this commentary, we identify that diversification efforts must also include children growing up in non-western urban societies and that combining experiments with more easy-to-obtain data on language exposure can be a solid method to start with.

Mentalizing, a dynamic form of social cognition, is strengthened by language experience. Past research has found that bilingual children and adults outperform monolinguals on mentalizing tasks. However, bilingual experiences are multidimensional and diverse, and it is unclear how continuous individual differences in bilingual language experience relate to mentalizing. Here, we examine whether individual differences in bilingual language diversity, measured through language entropy, continuously pattern with mentalizing judgments among bilingual adults, and whether this relationship is constrained by first vs. second language reading. We tested sixty-one bilingual adults on a reading and inference task that compared mental state and logical inferences. We found that greater language diversity patterned with higher mentalizing judgments of mental state inferences across all readers, and that L2 readers attributed more mentalizing to logical inferences compared to L1 readers. Together, we found evidence of a positive relationship between continuous individual differences in bilingual language diversity and mentalizing.