Bilingualism Modulates Executive Function Development in Pre-School Aged Children: A Preliminary Study

Abstract This preliminary study was conducted to explore the effects of bilingualism on executive function development in children ages 3-5-years old. Two groups (bilinguals and monolinguals) were recruited across various sites in Southern Alberta. Children were assessed through parent rated executive function using the Behaviour Rating Inventory of Executive Function – Preschool version, a standardized assessment of executive function in children aged 2 years, 0 months through 5 years, 11 months. The questionnaire contains 63 items measuring 5 aspects of executive functioning, inhibit, shift, emotional control, working memory, and plan/organize. Children were also assessed using a battery of executive function tasks, which include the reverse categorization, pictorial Stroop, Dimensional Change Card Sort, backward digit span, and dyadic social play. Results show that bilingual children outperform monolinguals on the emotional control scale, dimensional change card sort and dyadic social play. Despite the controversial literature surrounding bilingualisms impact on executive function, the study reveals support for second language use to improve areas of executive function among young children.