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Maturation of executive functioning skills in early sequential bilingualism

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Maturation of executive functioning skills in early sequential bilingualism. / Kalashnikova, Marina; Mattock, Karen.
In: International Journal of Bilingual Education and Bilingualism, Vol. 17, No. 1, 2014, p. 111-123.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kalashnikova, M & Mattock, K 2014, 'Maturation of executive functioning skills in early sequential bilingualism', International Journal of Bilingual Education and Bilingualism, vol. 17, no. 1, pp. 111-123. https://doi.org/10.1080/13670050.2012.746284

APA

Kalashnikova, M., & Mattock, K. (2014). Maturation of executive functioning skills in early sequential bilingualism. International Journal of Bilingual Education and Bilingualism, 17(1), 111-123. https://doi.org/10.1080/13670050.2012.746284

Vancouver

Kalashnikova M, Mattock K. Maturation of executive functioning skills in early sequential bilingualism. International Journal of Bilingual Education and Bilingualism. 2014;17(1):111-123. Epub 2012 Dec 4. doi: 10.1080/13670050.2012.746284

Author

Kalashnikova, Marina ; Mattock, Karen. / Maturation of executive functioning skills in early sequential bilingualism. In: International Journal of Bilingual Education and Bilingualism. 2014 ; Vol. 17, No. 1. pp. 111-123.

Bibtex

@article{ccac4102a2d54892895e649ba0c127a8,
title = "Maturation of executive functioning skills in early sequential bilingualism",
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.",
keywords = "advantages of bilingualism, immersion education , sequential bilingualism , second language acquisition , metalinguistic competence",
author = "Marina Kalashnikova and Karen Mattock",
year = "2014",
doi = "10.1080/13670050.2012.746284",
language = "English",
volume = "17",
pages = "111--123",
journal = "International Journal of Bilingual Education and Bilingualism",
issn = "1367-0050",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Maturation of executive functioning skills in early sequential bilingualism

AU - Kalashnikova, Marina

AU - Mattock, Karen

PY - 2014

Y1 - 2014

N2 - 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.

AB - 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.

KW - advantages of bilingualism

KW - immersion education

KW - sequential bilingualism

KW - second language acquisition

KW - metalinguistic competence

U2 - 10.1080/13670050.2012.746284

DO - 10.1080/13670050.2012.746284

M3 - Journal article

VL - 17

SP - 111

EP - 123

JO - International Journal of Bilingual Education and Bilingualism

JF - International Journal of Bilingual Education and Bilingualism

SN - 1367-0050

IS - 1

ER -