czkavka:

“‘Elite bilingualism’ – that is, bilingualism of the upper and middle classes – was typically presented as a positive phenomenon. This attitude is seen in the encouragement of bi- and multilingualism
among the children of the elite, and in European research on childhood bilingualism and second language learning (Epstein, 1915;
Pavlovitch, 1920; Ronjat, 1913). In contrast, bilingualism of immigrant and linguistic minority children was commonly associated with mental retardation, moral inferiority, split identity, and linguistic shortcomings.”

— Pavlenko, Aneta (2005) “Emotions and Multilingualism” (p.24)