Executive Functions and Foreign Language Learning

Abstract

Executive functions (EFs) serve as an umbrella term to describe a set of higher-order cognitive abilities that include working memory, inhibitory control, cognitive flexibility, planning, reasoning, and problem-solving. Various studies suggest that foreign language learning likely promotes executive functions, but others suggest that executive functions could improve foreign language learning. The aim of this study is to investigate the relationship between executive functions and foreign language learning and how these processes could interact. The sample included 64 children from kindergarten, aged 4–5 years, with no documented neuropsychiatric disorders, and from the middle–high literacy group. They were divided into three groups based on the level of their knowledge of the foreign language. A significant effect of the group on the executive tasks is shown in the comparison of the groups. Children who belonged to a group that had advanced foreign language proficiency had better results in executive tasks. Our results suggest that the higher the level of foreign language proficiency, the higher the performance of the executive tasks. However, we do not know if there is a causal effect between these variables.

Relationship between Learning English as a Foreign Language and the Executive Attention Profile in Spanish Schoolchildren

“…These results reinforce other earlier results reporting that bilingual boys and girls performed better than others in tasks that require high levels of attention and inhibitory control (Frolli et al, 2022), thus confirming the positive influence of bilingualism on executive function (Bialystok, 2001;Crespón & Carreiras, 2020;Martin-Rhee & Bialystok, 2008) and of the latter on academic achievement and learning in general (Bialystok et al, 2013;Castro-Castiblanco & Zuluaga-Valencia, 2019;Meltzer, 2014).…”

“…Finally, the discriminant analysis reinforces the results obtained previously, demonstrating the explanatory and predictive ability of sustained and selective attention, attention deficit, and concentration on task for group membership in the groups of low, medium, and high academic achievement in EFL. All this follows in the line of studies where attention or attentional control, inhibition, or concentration were related to scholastic achievement and learning, even more so when dealing with a second language, and how bilingualism has a positive effect on the development of executive functions (Frolli et al, 2022), for example in attention (selective, visual, and auditory), working memory, and cognitive flexibility within the school context (Ardila, 2012;Bialystok, 2015;Castro-Castiblanco & Zuluaga-Valencia, 2019;Fonseca et al, 2016;Smekal, 2014). These ideas endorse the thesis that learning a second language is very likely to be one of the main causes of intellectual development (Esparza & Belmonte, 2020).…”

“…If bilingualism is considered to affect non-verbal cognitive development, a model must be developed that includes linguistic and non-linguistic functions, that incorporates the executive functions given the limitations of representation processes and working memory as responsible for planning, selective attention, and inhibitory control (Jylkkä et al, 2018;Martínez & Henao, 2006). The impact of bilingualism on students' cognitive development has been demonstrated; this impact comes through executive functions (Frolli et al, 2022), specifically through selective attention and inhibitory control (Bialystok, 2001;Martin-Rhee & Bialystok, 2008), allowing both languages of the bilingual person to remain active, while one of them is being processed (Gollan & Kroll, 2001). After analyzing the effects of exposure to bilingualism, the results on development of executive functions become clear -attentional control, phonological awareness, and verbal fluency (Crespón & Carreiras, 2020) -where the amount of time devoted to learning a second language is not particularly important in these effects (Bialystok et al, 2013;Castro-Castiblanco & Zuluaga-Valencia, 2019).…”

“…Prior studies have demonstrated that one of the greatest effects of bilingualism lies precisely in the selective attentional process, where boys and girls have shown better performance on this type of task (Carrada, 2014), and that executive function performance is directly proportionate to the time of exposure to a second language. The impact of bilingualism on executive functioning, therefore, depends to a greater or lesser degree on exposure to bilingual educational settings (Crespón & Carreiras, 2020;Frolli et al, 2022), which would significantly influence higher thought processes and academic skills (Bialystok, 2015;Bialystok & Barac, 2012;Kroll & Bialystok, 2014;Wong et al, 2016).…”

Potential impact of extra education on the development of executive functions within a year in preschool children: an exploratory research

“…Executive function has been shown to develop through various activities in preschool education programs and classes ( Rosas et al, 2019 ). For example, studies have shown that regular attendance of cognitive training ( Röthlisberger et al, 2011 ), dance classes ( Shen et al, 2020 ; Rudd et al, 2021 ), music classes ( Chen et al, 2022 ), foreign language classes ( Frolli et al, 2022 ), sports ( Jarraya et al, 2019 ; Tvardovskaya et al, 2020 ), and other activities is associated with the development of EF in preschool children.…”