Socioeconomic status (SES) and bilingualism have been shown to influence executive functioning during earlychildhood. Less is known, however, about how the two factors interact within an individual. By analyzing anationally representative sample of approximately 18,200 children who were tracked from ages 5 to 7 acrossfour waves, both higher SES and bilingualism were found to account for greater performance on the inhibitionand shifting aspects of executive functions (EF) and self-regulatory behaviors in classroom. However, onlySES reliably predicted verbal working memory. Furthermore, bilingualism moderated the effects of SES byameliorating the detrimental consequences of low-SES on EF and self-regulatory behaviors. These findingsunderscore bilingualism’s power to enrich executive functioning and self-regulatory behaviors, especiallyamong underprivileged children.
Bilingual, Multilingual, and Multicultural Education | Child Psychology
Wiley: 12 months
HARTANTO, Andree, TOH, Wei Xing (ZHUO Weixing), & YANG, Hwajin.(2018). Bilingualism narrows socioeconomic disparities in executive functions and self-regulatory behaviors during early childhood: Evidence from the early childhood longitudinal study. Child Development, , 1-21.
Available at: http://ink.library.smu.edu.sg/soss_research/2460
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