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Does long-term dual-language immersion affect children's executive functioning?

Anne Neveu1, Kimberly Crespo1, Susan Ellis Weismer1

  • 1Waisman Center, University of Wisconsin-Madison, Madison, WI 53705, USA.

Journal of Experimental Child Psychology
|March 29, 2021
PubMed
Summary
This summary is machine-generated.

Dual-language immersion (DLI) may minimally impact executive functions. While bilingual children showed better response inhibition initially, this advantage disappeared after one year, with no significant differences in other executive functions.

Keywords:
BilingualismDual-language immersionExecutive functionsInhibitory ControlLongitudinal approachMajority-language children

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Education

Background:

  • Dual-language immersion (DLI) is associated with improved academic skills in reading and math.
  • The impact of DLI on executive functions (EF) remains less understood.
  • Executive functions are crucial cognitive processes supporting goal-directed behavior.

Purpose of the Study:

  • To longitudinally investigate the effect of classroom DLI on executive function development.
  • To examine whether DLI enhances specific executive functions in majority-language children over one year.

Main Methods:

  • A longitudinal study design comparing monolingual (English-only) and bilingual (English-Spanish DLI) children.
  • Participants (n=66) were matched on age, gender, nonverbal IQ, and socioeconomic status.
  • Nonverbal measures of inhibition, shifting, switching, and monitoring were administered over a 1-year period.

Main Results:

  • A significant group-by-year interaction was found only for response inhibition.
  • Bilingual children demonstrated superior response inhibition in the first year, but this effect diminished by the second year.
  • No significant differences in shifting, switching, or monitoring were observed between groups at either time point.

Conclusions:

  • Classroom DLI appears to have a minimal impact on the development of executive functions.
  • Observed initial advantages in response inhibition for bilingual children did not persist.
  • Further research may be needed to explore other DLI models or specific EF components.