Dual-Language Education for Low-Income Children: Preliminary Evidence of Benefits for Executive Function

Alena G. Esposito, NC State University
Lynne Baker-Ward, NC State University

Abstract

This investigation is an initial examination of possible enhancement of executive function through a dual-language (50:50) education model. The ethnically diverse, low-income sample of 120 children from Grades K, 2, and 4 consisted of approximately equal numbers of children enrolled in dual-language and traditional classrooms. Dual-language students in Grades 2 and 4 performed better on a measure from the Trail Making Task requiring inhibition and rule-switching. The results indicate that the established benefits of bilingual exposure can be generalized across SES and ethnicity and can be acquired within the context of elementary school programs. © 2013 Copyright the National Association for Bilingual Education.