Poster #111 - Differences in Executive Functioning Outcomes for Spanish-English Dual Language Learners: Does Bilingual Proficiency Matter?

• In Event: 1-061 - Poster Session 02
  In Poster Session: PS 02 Section - Language, Communication

Integrative Statement

Executive functioning (EF) is an umbrella term for neurologically-based skills that have to do with managing oneself in order to achieve a goal (Fuster, 1997; Miller & Cohen, 2001, Shallice & Burgess, 1996). It includes skills such as working memory, inhibitory control, and attention shifting. These skills are necessary for planning and reasoning which are essential to academic achievement in math, science, and all other subjects requiring reading comprehension (Blair, 2002; Bierman et al., 2009; Brock et al., 2009; Smith-Donald et al., 2007; Thorell & Wahlstedt, 2006).
Bilinguals typically outperform monolinguals in non-verbal EF tasks (Bialystok, 2001; Carlson & Meltzoff, 2008; Mezzacappa, 2004). Previous research indicates that much of the improvement in EF may result from the repetitive experience of controlling two languages simultaneously and avoiding interference from the non-target language (Blumenfeld & Marian, 2007; Emmorey, Luk, Pyers, & Bialystok, 2008; Kroll, Bobb & Hoshino, 2014; Rodriguez-Fornells, Rotte, Heinze, Nosselt & Münte, 2002; Thierry & Wu, 2007). From a theoretical perspective, there may be a cognitive mechanism for language selection that guarantees fluent use of the target language for individuals who know more than one language. Developmental cascade theory supports the possibility that development of bilingualism may have a cross-domain influence on the development of EF. The hypothesize mechanism for language selection may be part of a domain-general process for attention and inhibition. The constant engagement of this process for language selection may strengthen its abilities across domains to influence verbal and nonverbal abilities (Bialystok et al., 2009). This suggests that children who know more words in two languages may experience greater growth in EF than dual language learning (DLL) students who learn one language at the expense of their another.
Data from Spanish-English DLL Head Start students (FACES:2009) were modeled using parallel-process growth mixture model. Three latent subgroups of were identified. A one-way ANOVA was used to compare groups in terms of EF. At the end of two years of Head Start participation, children who displayed more matched levels of growth in Spanish and English had statistically significant higher EF scores (as measured by the pencil tapping task; Blair, 2002; Diamond & Taylor 1996; Smith-Donald et al., 2007) than children with more uneven dual language growth (se Figure 1). This appears to support the theory that children with more matched growth between languages may experience increased spillover in EF skills. This finding is highlights the importance of valuing and providing support for bilingual development. Implications for home and classrooms will be discussed.

Authors

• Audrey Juhasz, Utah State University
  Presenting Author

• Aryn Dotterer, Utah State University
  Non-Presenting Author

• Lisa Boyce, Utah State University
  Non-Presenting Author