SRCLD 2022 SRCLD Presentation Details
    The influence of low language proficiency and exposure to an additional language on executive functioning  
Katie Whiteside - Royal Holloway, University of London
Debbie Gooch - Royal Holloway, University of London
Courtenay Norbury - University College London; Royal Holloway, University of London

SRCLD Year: 2016
Presentation Type: Special Session
Presentation Time: (na)
While bilingualism is associated with executive functioning advantages and language impairment in monolingual children is associated with executive functioning deficits, little research has merged these lines of enquiry. This study explored the effects of language proficiency and bilingualism on executive functioning in 53 children learning English as an Additional Language (EAL) and 53 monolingual peers who displayed either typical or low English language proficiency. Children completed measures of English language, selective attention, response inhibition, and verbal and visuospatial working memory during their second year of school in the UK (age 5-6). While children with EAL, regardless of language proficiency, displayed a response inhibition reaction time advantage relative to monolingual peers, no EAL advantages emerged on measures of selective attention or working memory. Low language proficiency was only associated with impaired response inhibition in monolingual children, and a similar trend was revealed for selective attention, highlighting that these measures may be particularly sensitive to language impairment rather than limited language experience. This research was supported by the Wellcome Trust (WT094836AIA) and a Crossland Scholarship awarded by Royal Holloway, University of London.
Author Biosketch(es)