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Examining Bilingual Language Control Using the Stroop Task
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The Relation between Effortful Control and Language Competence-A Small But Mighty Difference between First and Second

Karin Keller1, Larissa M Troesch2, Sarah Loher2

  • 1Department of Psychology, University of BaselBasel, Switzerland; School Psychology Services, Canton of Basel-StadtBasel, Switzerland.

Frontiers in Psychology
|July 27, 2016
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Summary

Effortful control (EC), a key temperament trait, significantly impacts early language skills. Children with lower EC show less favorable development in both first and especially second language acquisition.

Keywords:
dual language learnereffortful controllanguage developmentsecond languagetemperament

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Child Temperament Research

Background:

  • Effortful control (EC) is a crucial aspect of executive function and temperament.
  • Understanding factors influencing early language competence in dual language learners (DLLs) is vital for educational interventions.

Purpose of the Study:

  • To investigate the longitudinal effect of effortful control (EC) on the early language competence of dual language learners (DLLs).
  • To determine if EC influences first and second language acquisition differently in young children.

Main Methods:

  • Longitudinal study design tracking 351 DLLs and 78 monolingual children.
  • Standardized language tests administered at ages 4.9 and 6.3 years.
  • Teacher-reported Child Behavior Questionnaire (CBQ) assessed effortful control.

Main Results:

  • Significant positive association found between higher effortful control and better second language development in DLLs.
  • Lower EC predicted lower language competence at both assessment points and a less favorable developmental trajectory.
  • EC demonstrated a more pronounced effect on second language competence than on first language competence.

Conclusions:

  • Effortful control plays a small but significant role in the second language development of dual language learners.
  • Children with lower effortful control may be at higher risk for language development challenges, particularly in a second language.