Psychology
Title
Dual-Language Education for Low-Income Children: Preliminary Evidence of Benefits for Executive Function
Document Type
Article
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.
Publication Title
Bilingual Research Journal
Publication Date
10-1-2013
Volume
36
Issue
3
First Page
295
Last Page
310
ISSN
1523-5882
DOI
10.1080/15235882.2013.837848
Repository Citation
Esposito, Alena G. and Baker-Ward, Lynne, "Dual-Language Education for Low-Income Children: Preliminary Evidence of Benefits for Executive Function" (2013). Psychology. 281.
https://commons.clarku.edu/faculty_psychology/281