The Effects of Immersion Education on Children's Cognitive Development: A Longitudinal Study

• In Event: Roundtable Session 25
  In Roundtable Session: Bilingual Education Research: Theory, Policy, and Practice Roundtable

Abstract

This study aimed to investigate the influence of immersion education on children’s cognitive development. Children educated within two distinct linguistic environments were compared on a range of cognitive measures over a three-year period. The study also examined, rather than controlled for, the influence of socio-economic status (SES) on bilingual and monolingual children’s development. One-hundred and thirty children were recruited and assigned to one of four groups: Mid-SES Monolingual; Mid-SES Bilingual; Low-SES Monolingual and Low-SES Bilingual. A three-way mixed ANOVA revealed group differences for certain executive functioning tasks. Developmental trends also indicated that bilingual advantages may emerge over time. Potential implications in terms of immersion education are discussed.

Authors

• Claire Stephens, Queen's University - Belfast

• Judith Wylie, Queen's University - Belfast

• Gerry Mulhern, Queen's University - Belfast