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Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development

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dc.contributor.authorChamorro Galán, María Gloria
dc.contributor.authorJanke, Vikki
dc.contributor.orcidhttps://orcid.org/0000-0003-1149-6999
dc.date.accessioned2024-07-22T08:47:36Z
dc.date.available2024-07-22T08:47:36Z
dc.date.issued2023
dc.descriptionThe registered version of this article, first published in “Ampersand, Vol. 10", is available online at the publisher's website: Elsevier, https://doi.org/10.1016/J.AMPER.2023.100115
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en “Ampersand, Vol. 10", está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/J.AMPER.2023.100115
dc.description.abstractOur longitudinal study examined the cognitive and linguistic development of bilingually-educated, yet monolingually-raised, Spanish children, exploring (a) whether bilingual education procured a bilingual advantage, (b) whether greater L2 exposure was key to producing it, and (c) how development proceeded over time. We compared three groups of children in Years 1 and 2 of primary education in Spain: one attending monolingual education (MON), and two attending English-Spanish bilingual education, where one group received higher exposure (HiEx) and the other lower exposure (LoEx) to English. Children were tested in their schools on attention and L1 and L2 vocabulary skills, as well as several background measures. Across both years, the groups differed in their English vocabulary: HiEx outperformed LoEx and MON (p < 0.001), and LoEx outperformed MON (p = 0.02) but there were no differences in the children's L1 vocabulary scores. After one year of schooling, bilingually-educated children scored higher than MON on certain cognitive skills (interference suppression, p < 0.001; response inhibition, p = 0.02) but these differences did not materialise after a second year. The present paper combines these results from our two previously published studies with other current literature on educational bilingualism into a discussion on how future work on this population could progress.en
dc.description.versionversión publicada
dc.identifier.citationChamorro, G., & Janke, V. (2023). Educational bilingualism: Reflections on a longitudinal study of children’s cognitive and linguistic development. Ampersand, 10. https://doi.org/10.1016/J.AMPER.2023.100115
dc.identifier.doihttps://doi.org/10.1016/J.AMPER.2023.100115
dc.identifier.issn2215-0390
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23051
dc.journal.titleAmpersand
dc.journal.volume10
dc.language.isoen
dc.publisherElsevier
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject57 Lingüística
dc.titleEducational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic developmenten
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationd1584687-b7d2-420e-9d9f-4bd500cb8841
relation.isAuthorOfPublication.latestForDiscoveryd1584687-b7d2-420e-9d9f-4bd500cb8841
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