Relations between vocabulary and executive functions in Spanish-english dual language learners

Published

Journal Article

Copyright © Cambridge University Press 2017. The role of dual language exposure in children's cognitive development continues to be debated. The majority of the research with bilingual children in the US has been conducted with children becoming literate in only one of their languages. Dual language learners who are becoming literate in both their languages are acutely understudied. We compared dual language learners (n = 61) in a Spanish-English dual language immersion program to monolingual English speaking children (n = 55) who were in a traditional English only school. Children (kindergarten to 3rd grade) completed standardized vocabulary tasks and two measures of executive functions. Despite having significantly smaller English vocabularies, the dual language learners outperformed the monolingual children on the executive function measures. Implications for our understanding of the relations between oral language development and executive function in bilingual children are discussed.

Full Text

Duke Authors

Cited Authors

  • Kalia, V; Daneri, MP; Wilbourn, MP

Published Date

  • January 1, 2019

Published In

Volume / Issue

  • 22 / 1

Start / End Page

  • 1 - 14

Electronic International Standard Serial Number (EISSN)

  • 1469-1841

International Standard Serial Number (ISSN)

  • 1366-7289

Digital Object Identifier (DOI)

  • 10.1017/S1366728917000463

Citation Source

  • Scopus