Despite decades of controversy surrounding foreign language study, empirical research has emerged to substantiate the multiple benefits that language learning and bilingualism afford to both individuals and society. This study comprises a survey and analysis of empirical research on this topic published during the first two decades of the 21st century: Part I, presented here, builds upon results of an earlier compilation of studies and includes research published during 2005-2011; Part II (forthcoming from Fox, Corretjer, and Webb) will include an analysis of the empirical research appearing from 2012 to 2019. The 65 studies from Part I reveal eight principal themes: Three themes from the previous compilation of studies were applied as etic codes, and five additional themes emerged from studies published during this particular time frame. Results underscore the importance of early and sustained language study to actualize benefits and promote a mindset where language education is a reality for all. Part I results provide a baseline against which a subsequent analysis of studies that were published on the same topic from 2012 to 2019 will be compared. Conclusions include recommendations for stakeholders and a call for more interdisciplinary research.