Relations between Executive Functions and Academic and Social-Emotional Outcomes based on DLL Children’s Bilingual Profile

• In Event: Poster Session 03
  In Poster Session: PS 03 Topic - Language, Communication

Abstract

Background
Latino Dual Language Learning (DLL) children are disproportionately more likely to come from low-income homes (Child Trends Databank, 2019), putting them at increased risk for an achievement gap spanning multiple learning domains (Duncan et al., 2007; Hart & Risley, 2003; Morgan et al., 2016). Despite these risks, a great deal of heterogeneity exists amongst Latino DLLs, and certain factors might differentially affect their outcomes.
Studies using a person-centered approach, grouping DLLs by language proficiency, have found that learning two languages can be advantageous for children’s outcomes (Halle, 2014; Halpin, 2018; Melzi et al., 2017). One mechanism through which bilingual proficiency potentially affects DLLs’ outcomes is executive functioning(EF). Theory (i.e., Thresholds Theory and bilingual advantage hypothesis) and empirical evidence suggest that DLLs need a threshold amount of each of their languages to “unlock” EF advantages associated with bilingualism (Baker & Wright, 2017; Bialystok et al., 2012).
Despite extensive research around bilingualism and EF, few, if any studies, have examined the role that balance and proficiency play in relation to EF and cross-domain outcomes. Furthermore, there is a need to examine these relations in DLLs from low-income homes, as they could serve as protective factors. This study expounds upon the literature by investigating 1) language profiles that emerge in a sample of Head Start(HS) DLLs, 2) possible differences in the relation between EF and academic 3) and social-emotional outcomes based on profile.
Method
Three-hundred ninety-two Spanish/English DLLs (49% female) from 43 HS classrooms, ages 37 to 63 months old (M=49.84, SD=6.71) participated. English and Spanish proficiency was assessed in the fall. EF, emotion regulation, and effort control were assessed in the winter. Math, science, and literacy were assessed in the spring.
Mplus version 8.3 was used to perform Latent Profile Analysis to create bilingual profiles using Spanish, English, and balance scores as indicators. In all analyses, children were clustered within classrooms. The Manual Three Step Method was used (Asparouhov, & Muthén, 2020) to examine differences between profiles on outcomes accounting for possible class misspecification and correcting standard error.
Results
See Table 1 for the four profiles that emerged. EF skills for Proficient-bilinguals related to all outcomes (See Table 2). For the Spanish dominant profile, EF was positively associated with all outcomes except science. EF of English dominant children was associated with math and effortful control. Finally, for Emerging-bilinguals, EF was associated with effortful control.
Implications
Given the differences in the relation between EF and outcomes based on bilingual profile, future studies should account for the variation occurring within the DLL population (e.g., no longer comparing all DLLs to monolinguals). As DLLs with lower language abilities may not yet have strong EF skills, treating DLL children as one homogenous group may mask the relation between EF and outcomes. It is prudent to acknowledge variation and identify ways to differentiate support. Additionally, these results highlight the complex relation between language, EF, and cross-domain outcomes, and provide evidence that supporting both languages may be a best practice for the development of DLLs in HS.

Authors

• Brooke M Rumper, Yale University
  Presenting Author

• Elizabeth Frechette
  Non-Presenting Author

• Daryl B Greenfield, University of Miami
  Non-Presenting Author