Degree of bilingualism and executive function in early childhood

Abstract

Abstract This study explores the relationship between executive functioning (EF) and degree of bilingualism in a sample (N = 79) of 5- to 7-year-old monolingual and bilingual children. The bilingual group included children who are fully fluent in two languages (balanced bilinguals) and children who are still learning their second language (dual-language learners (DLLs). In general, findings revealed mixed associations between bilingualism and EF. There were no language group differences for one type of simple inhibitory control (i.e., go or no-go task). However, a bilingual advantage was demonstrated for another type of simple inhibitory control (the Head–Toes–Knees–Shoulders task), for complex inhibitory control (i.e., the Simon effect), and for cognitive flexibility (Dimensional Change Card Sort). Effects were found when DLLs and balanced bilinguals were analyzed separately, and the latter two effects were found when both types of bilinguals were compared to monolinguals. The findings contribute to the growing literature examining a possible bilingual effect in early childhood.