NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1031110
Record Type: Journal
Publication Date: 2014-Jul
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1363-755X
Effects of Classroom Bilingualism on Task-Shifting, Verbal Memory, and Word Learning in Children
Kaushanskaya, Margarita; Gross, Megan; Buac, Milijana
Developmental Science, v17 n4 p564-583 Jul 2014
We examined the effects of classroom bilingual experience in children on an array of cognitive skills. Monolingual English-speaking children were compared with children who spoke English as the native language and who had been exposed to Spanish in the context of dual-immersion schooling for an average of 2 years. The groups were compared on a measure of non-linguistic task-shifting; measures of verbal short-term and working memory; and measures of word learning. The two groups of children did not differ on measures of non-linguistic task-shifting and verbal short-term memory. However, the classroom-exposure bilingual group outperformed the monolingual group on the measure of verbal working memory and a measure of word learning. Together, these findings indicate that while exposure to a second language in a classroom setting may not be sufficient to engender changes in cognitive control, it can facilitate verbal memory and verbal learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A