Does long-term dual-language immersion affect children’s executive functioning?
| Autor: | Margarita Kaushanskaya, Anne Neveu, Kimberly Crespo, Susan Ellis Weismer |
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| Rok vydání: | 2021 |
| Předmět: |
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Multilingualism Experimental and Cognitive Psychology Affect (psychology) Article 050105 experimental psychology Developmental psychology Executive Function Nonverbal communication Dual language Reading (process) Immersion Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Child Neuroscience of multilingualism Socioeconomic status Language media_common 05 social sciences Executive functions Term (time) Inhibition Psychological Psychology 050104 developmental & child psychology |
| Zdroj: | J Exp Child Psychol |
| ISSN: | 0022-0965 |
| Popis: | Dual-language immersion (DLI) experience has been linked to enhanced reading and math skills in minority- and majority-language elementary school children. However, it remains unclear whether DLI experience can also enhance executive functioning. The current study took a longitudinal approach to this question and examined the effect of DLI experience on the development of executive function skills in majority-language children over a 1-year period. In total, 33 monolingual children attending English-only classrooms (Mage = 9.17 years, SD = 1.03) and 33 English–Spanish bilingual children attending DLI classrooms (Mage = 9.27 years, SD = 0.94) matched on age, gender, nonverbal IQ, and socioeconomic status were tested twice, 1 year apart, on nonverbal measures of inhibition, shifting, switching, and monitoring. Results revealed a significant interaction between group and year only on the response inhibition task, with bilinguals showing superior inhibition in Year 1 but not in Year 2. The two groups performed equivalently on all other measures at both time points. Results suggest that classroom DLI has a minimal impact on executive functions, at least as tested in the current study. |
| Databáze: | OpenAIRE |
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