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ERIC Number: EJ1024218
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1523-5882
Dual-Language Education for Low-Income Children: Preliminary Evidence of Benefits for Executive Function
Esposito, Alena G.; Baker-Ward, Lynne
Bilingual Research Journal, v36 n3 p295-310 2013
This investigation is an initial examination of possible enhancement of executive function through a dual-language (50:50) education model. The ethnically diverse, low-income sample of 120 children from Grades K, 2, and 4 consisted of approximately equal numbers of children enrolled in dual-language and traditional classrooms. Dual-language students in Grades 2 and 4 performed better on a measure from the Trail Making Task requiring inhibition and rule-switching. The results indicate that the established benefits of bilingual exposure can be generalized across SES and ethnicity and can be acquired within the context of elementary school programs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Grade 2; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: Trail Making Test