Maturation of Executive Functioning Skills in Early Sequential Bilingualism

Autor/inn/en	Kalashnikova, Marina; Mattock, Karen
Titel	Maturation of Executive Functioning Skills in Early Sequential Bilingualism
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 1, S.111-123 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2012.746284
Schlagwörter	Bilingualism; Executive Function; Receptive Language; English; Monolingualism; English (Second Language); Second Language Learning; Task Analysis; Metalinguistics; Social Cognition; Language Processing; Welsh; Foreign Countries; Cognitive Development; Vocabulary Development; Language Proficiency; Preschool Children; Elementary School Students; Second Language Instruction; United Kingdom (England); United Kingdom (Wales); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Bilingualismus; Rezeptive Kommunikationsfähigkeit; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aufgabenanalyse; Metalanguage; Metasprache; Soziale Kognition; Sprachverarbeitung; Walisisch; Ausland; Kognitive Entwicklung; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fremdsprachenunterricht
Abstract	Previous research has demonstrated that being bilingual from birth is advantageous for the development of skills of social cognition, executive functioning, and metalinguistic awareness due to bilingual children's extensive experience of processing and manipulating two linguistic systems. The present study investigated whether these cognitive advantages are also evident in sequential bilinguals, i.e., children who began the acquisition of their second language later in childhood. Monolingual English-and English-speaking children acquiring Welsh as a second language matched in age (M age = 4.6), and English receptive vocabulary completed three tasks of attentional control, metalinguistic awareness, and metarepresentation. Sequential bilinguals outperformed monolinguals in the task of attentional control, while no differences were found in the metalinguistic awareness and metarepresentation tasks. These findings suggest that attentional control is the first cognitive component advantaged by early sequential bilingualism and further highlight the benefits of second language exposure in the context of early formal education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10