Executive Functioning and Metacognitive Skills as ‘Motor and Consequence’ of Early Dual Language Learning

Session Type: Paper Symposium

Abstract

To date, little research exists that focused on the conditions under which young dual language learners (DLLs) acquire two languages within societies that are largely monolingual. Notwithstanding, it is assumed that DLLs need to develop strong executive functioning (EF) and metacognitive skills (MCS) for adequate language skills. However, it is largely unknown how EF and MCS relate to DLLs’ two languages, and how developmental trajectories manifest within the process of acquiring both languages. In order to address these issues, a binational interdisciplinary consortium—experts in linguistics, educational, developmental and cognitive psychological science—investigated cognitive variables that facilitate and moderate multilingual development, and studied consequences on various outcomes of dual language learning. By means of a multi-informant longitudinal study, both single (SLL) and DLL children initially aged 3 to 5 years were investigated. Examined SLL grew up acquiring either German or French as societal language and participating DLL children obtained either Turkish or Italian within the family-context, aside from learning one of the above mentioned societal languages. The project established a unified model of single and dual language learning from the phonemic processing to skills development at the discourse level with reciprocal interrelations to EF and MCS. In the symposium we present a well-curated array of findings obtained in this comprehensive research project. Three individual contributions seek to provide answers to the aforementioned societally and developmentally pertinent questions from multifarious disciplinary perspectives by highlighting the role of EF and MCS as ‘motor and consequence’ of successful dual language learning.

Sub Unit

• Language, Communication

Chair

• Jessica Carolyn Weiner, University of Basel

Discussant

• Maria Mercedes Arredondo, University of Texas at Austin

Individual Presentations

• Does Phonological Working Memory Predict Vocabulary Development Differently in Single Versus Dual Language Learning Preschoolers? - Presenting Author: Jessica Carolyn Weiner, University of Basel; Leila Teresa Schächinger Tenés, University of Basel, Switzerland; Alexander Grob, University of Basel; Robin Klaus Segerer, University of Basel

• Analogical Reasoning in 4 to 6 Years old Monolingual and Bilingual Children - Presenting Author: Solène Marie Belogi, Université de Neuchâtel; Katrin Skoruppa

• Classroom Adjustment Among Single and Dual Language Learners: Associations With Societal Language, Home Language, and Inhibitory Control - Presenting Author: Simone Emily Halliday, Universität Bern; Ankica Jurkic, University of Bern; Tina Hascher