Individual differences in math problem solving and executive processing among emerging bilingual children

Swanson, H. Lee; Kong, Jennifer E.; Petcu, Stefania D.

doi:10.1016/j.jecp.2019.06.006

Cited by 19 publications

(24 citation statements)

References 76 publications

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“…We have to take into account that problem-solving tasks are the most complex since they demand more processes at a cognitive level, a situation that must added to the fact that students must do them in a second language. This reasserts the findings found by Swanson et al (2019) that suggest how the students who did not master the language, experienced delays in accessing the language concerning the contexts shown in the problems since they had to inhibit the other language. The results show that first grade students whose language of instruction coincides with their mother tongue solve problems faster and are more successful than students with non-coincident language.…”

Section: Discussionsupporting

confidence: 85%

“…While data were being collected, both questions were observed, since there were students who calculated in the dominant language and subsequently translated the result into the English language, and other students, in contrast, executed in the language of instruction in a similar way to those evaluated in the non-coincident language of instruction. However, problem solving where language has a fundamental role for concept understanding as well as working memory (Swanson et al, 2019), performance is always better when the dominant language is the mother tongue. This reaffirms the idea that children exposed to two languages in which one of them is not a dominant language, will have difficulties in alternating between them when they need it (Costa and Santesteban, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, it seems clear that quite a few authors propose different approaches to show the high influence of language on mathematical thinking. However, the studies carried out by Swanson et al (2019) show how the influence of certain aspects such as reading and vocabulary does not have as much influence on problem solving as working memory does, where a great correlation between these results is obtained in bilingual children, in contrast with monolingual children, also shown in the studies by Swanson et al (2018). Bernardo and Calleja (2005) also showed how the students' linguistic competence in the language of instruction directly influenced the development of their own competences, specifically in mathematics.…”

Section: Mathematics and Languagementioning

confidence: 92%

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How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

2021

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The present research study focuses on how the language of instruction has an impact on the mathematical thinking development as a consequence of using a language of instruction different from the students’ mother tongue. In CLIL (Content and Language Integrated Learning) academic content and a foreign language are leant at the same time, a methodology that is widely used in the schools in the present times. It is, therefore, our main aim to study if the language of instruction in second language immersion programs influences the development of the first formal mathematical concepts. More specifically, if the learning of mathematical concepts in the early ages develops in a similar way if it is taught in the students’ mother tongue and is not influenced by the language used for teaching. Or else, if it can influence the development of the first skills only in the students’ general performance or in certain areas. The results of both the analysis of variance and multiple regression confirm how influencing the language of instruction is when mathematical thinking is developed teaching formal contents in a non-coincidence language. The second language is affecting the resolution of daily life problems, being more competent those students in 1st grades whose language of instruction matched with their mother tongue.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Mathematics and Languagementioning

confidence: 92%

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How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

2021

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“…Cognitive measures were reduced to latent constructs based on an earlier study (Swanson et al, 2015;Swanson, Kong, et al, 2019). Converting the measures to latent constructs eliminated measurement error and allowed for a focus on shared variance rather than isolated task variance.…”

Section: Resultsmentioning

confidence: 99%

“…The cognitive measures assumed related to the latent classification assessed the storage of phonological information (STM, naming speed) and executive processing (inhibition or random generation, the executive component of WM). The convergence of the measures for the English and Spanish versions was established in an earlier study (see Swanson et al, 2015;Swanson, Kudo, et al, 2019, for further discussion), and a full description of each cognitive measure is provided in Swanson et al (2015) and Swanson, Kong, et al (2019).…”

Section: Cognitive Measures Used For Determining Correlates Of Latentmentioning

confidence: 99%

Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners?

Swanson

Kong

Petcu³

et al. 2020

Exceptional Children

Self Cite

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This study investigated the prevalence of latent classes at risk for reading or math disabilities in elementary-age children whose first language is Spanish. To this end, children ( N = 394) in Grades 1, 2, and 3 were administered a battery of vocabulary, reading, math, and cognitive measures in both Spanish and English. Three important findings occurred. First, five latent classes emerged (average achievers, poor achievers, reading disabled, English language learners, Spanish-dominant achievers) that varied in language and achievement scores. Second, probability estimates indicated that 10% of the total sample was at risk for learning disabilities (below cutoff score), and approximately 40% of the sample reflected a language acquisition group not at risk for academic difficulties. Finally, the best model for correctly predicting the odds of latent classes differing from average achievers included English measures of short-term memory, naming speed, and the executive component of working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of children identified as English learners and that children at risk for specific learning disabilities can be separated among a heterogeneous sample of children who are acquiring English as a second language.

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Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies

Schiltz,

Lachelin,

Hilger

et al. 2024

Psychological Research

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Individual differences in math problem solving and executive processing among emerging bilingual children

Cited by 19 publications

References 76 publications

How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

How the Language of Instruction Influences Mathematical Thinking Development in the First Years of Bilingual Schoolers

Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners?

Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies

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