Early Cognitive Skills Moderate the Relationship between Bilingualism and Later Foreign Language Learning

• In Event: Poster Session 12
  In Poster Session: PS 12 Topic - Language, Communication

Abstract

Cognitive skills and processes are involved in children's language learning, both for monolinguals and multilinguals (Darcy et al., 2015; Kidd et al., 2018). Notably, research indicates that cognitive abilities are part of the mechanisms that aid in effective novel language learning in bilinguals and multilinguals (Hirosh & Degani, 2018). Thus, we examined whether early bilingualism at school entry predicts middle school and high school foreign language (FL) enrollment and performance, and whether these relationships are moderated by children's cognitive skills measured at 4 years old.

We prospectively followed a large (n = 33,247), linguistically and ethnically diverse (59% Latino, 34% Black, 7% White/Asian/other) urban sample of students largely in poverty (82% received free/reduced lunch). Students were categorized as monolinguals, dual language learners (DLLs), or bilinguals based on reported home language at school entry and enrollment in ESOL in kindergarten. DLLs were those still mastering English in kindergarten and bilinguals were those who graduated from the ESOL program by the end of kindergarten. Taking into account the current context of Miami where the majority language is actually Spanish, we ran a series of moderation analyses for various enrollment and performance outcomes, including general FL courses, Spanish courses, non-Spanish courses, and novel FL courses (L2 for monolinguals, L3 for DLLs/bilinguals). Children’s cognitive skills at age 4 were directly assessed by the LAP-D.

Across most types of courses, bilinguals had the highest odds of enrollment, followed by DLLs, and monolinguals (p < .001). For novel FLs, monolinguals enrolled at higher rates compared to DLLs and bilinguals. Students with higher cognitive skills at age 4 were more likely to enroll later in FL in secondary school. For taking Spanish courses, a moderating relationship was found such that for those with strong cognitive skills at school entry, monolinguals, DLLs, and bilinguals enrolled at similar rates, however for those with low early cognitive skills, bilinguals and DLLs were much more likely to enroll in Spanish courses compared to monolinguals. The opposite pattern was found for novel FL course enrollment; for those with low cognitive skills at school entry, all groups enrolled at similar rates, but for those with high cognitive skills early on, monolinguals were significantly more likely to enroll compared to DLLs and bilinguals.

In terms of performance in FL courses, bilinguals got the highest grades, followed by DLLs, and monolinguals in combined FL, Spanish, and non-Spanish courses. Notably, in novel FL courses, DLLs and monolinguals had comparable performance, and bilinguals continued to outperform monolinguals. Overall, students with higher cognitive skills at age 4 outperformed their counterparts across all FL classes. However, a moderating relationship existed for FL performance. Performance was comparable across groups of students with initially high cognitive skills, but wider performance differences were found between monolinguals and DLLs/bilinguals for those with lower initial cognitive skills.

Our findings demonstrate the significant relationship between language learning and general cognitive abilities and bilingualism. Thus, the current study sheds light on the interacting effects between bilingualism and early cognitive abilities in predicting later foreign language learning.

Authors

• My Viet Ha Nguyen, University of Houston
  Presenting Author

• Adam Winsler, George Mason University
  Non-Presenting Author