AI Article Synopsis
- The study examined how proficiency in Dutch and English affects executive functioning in Dutch children learning English as a second language.
- Participants included children aged 4-12, split into two groups: those in an early-English program and those not.
- Findings revealed that a balanced vocabulary between the two languages was linked to better switching abilities, indicating that managing two languages is crucial for young bilinguals, even if they haven't fully mastered their L2.
Article Abstract
This study investigated whether relative lexical proficiency in Dutch and English in child second language (L2) learners is related to executive functioning. Participants were Dutch primary school pupils of three different age groups (4-5, 8-9, and 11-12 years) who either were enrolled in an early-English schooling program or were age-matched controls not on that early-English program. Participants performed tasks that measured switching, inhibition, and working memory. Early-English program pupils had greater knowledge of English vocabulary and more balanced Dutch-English lexicons. In both groups, lexical balance, a ratio measure obtained by dividing vocabulary scores in English by those in Dutch, was related to switching but not to inhibition or working memory performance. These results show that for children who are learning an L2 in an instructional setting, and for whom managing two languages is not yet an automatized process, language balance may be more important than L2 proficiency in influencing the relation between childhood bilingualism and switching abilities.
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| http://dx.doi.org/10.1016/j.jecp.2018.03.019 | DOI Listing |
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