Hofweber, J;
(2021)
Evidence for executive function advantages in low SES bilingual children. But why do they arise? A commentary on Grote, Scott and Gilger (2021).
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10.1177/01427237211028678.
(In press).
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Abstract
In a study comparing executive functions among US Spanish-English bilinguals from low socio-economic (SES) backgrounds to monolinguals of each language, Grote et al. find that bilingual advantages already manifest themselves in pre-school children. This commentary recommends building on this finding, and further investigate the causes underlying the observed executive function (EF) modulations in child bilingualism. A closer investigation of bilingual children’s dominance profiles and their bilingual practices, such as code-switching, may shed light on how bilingualism shapes the developmental trajectory of executive functions. The commentary also challenges the notion of ‘monolingualism’, and discusses whether bilingualism variables should be operationalised in a continuous or in a categorical manner.
| Type: | Article |
|---|---|
| Title: | Evidence for executive function advantages in low SES bilingual children. But why do they arise? A commentary on Grote, Scott and Gilger (2021) |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/01427237211028678 |
| Publisher version: | https://doi.org/10.1177/01427237211028678 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10135189 |
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