The Interplay of Emotions, Executive Functions, Memory and Language: Challenges for Refugee Children

Abstract

Refugee children tend to show low emotional well-being and weak executive functions that may have consequences on language and therefore complicate a potential diagnosis of Developmental Language Disorder (DLD) in this population. We assessed the performance of 140 children living in Switzerland aged 5 to 8 (20 monolinguals, 86 non-refugee bilinguals, 34 refugee bilinguals) on LITMUS language tasks (nonword repetition, sentence repetition, parental questionnaire), standardized language tasks, memory and executive function tasks. Parents also filled in the Child Behavior Checklist providing a measure of their child’s emotional well-being. Results indicate that refugee children are more emotionally vulnerable and show weaker performance in memory and executive functions tasks compared to non-refugee children, in line with the existing literature. Moreover, when compared to non-refugee bilingual children with similar length of exposure to French, refugee children are disadvantaged on all language tasks. Whereas emotional well-being does not predict language performance, memory and executive functions show up as predictors of both LITMUS and standardized language tasks, although in an unsystematic way. It is concluded that refugee children are at risk across the board and that a better understanding of the complex interplay between well-being, executive functions, memory and language is needed in order to build more appropriate diagnostic tools for these children.