Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for Three Years

Autor/inn/en	Nicolay, Anne-Catherine; Poncelet, Martine
Titel	Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for Three Years
Quelle	In: Bilingualism: Language and Cognition, 16 (2013) 3, S.597-607 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728912000375
Schlagwörter	Cognitive Ability; Immersion Programs; Executive Function; Second Language Learning; Auditory Perception; Task Analysis; Bilingualism; Cognitive Development; French; Nonverbal Ability; English (Second Language); Second Language Instruction; Intelligence; Reaction Time; Elementary School Students; Monolingualism; Socioeconomic Status; Attention; Educational Benefits; Interference (Language) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Immersionsprogramm; Zweitsprachenerwerb; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Aufgabenanalyse; Bilingualismus; Kognitive Entwicklung; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Intelligenz; Klugheit; Reaktionsvermögen; Socio-economic status; Sozioökonomischer Status; Aufmerksamkeit; Bildungsertrag
Abstract	Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism acquired through a second-language immersion education has a similar effect. Participants included a total of 106 French-speaking eight-year-old children drawn from two language groups: 53 children enrolled in English immersion classes since the age of five years (the immersion group) and 53 children enrolled in monolingual French-speaking classes (the monolingual group). The two groups were matched for verbal and nonverbal intelligence and socioeconomic status (SES). They were administered a battery of tasks assessing attentional and executive skills. The immersion group's reaction times were significantly faster than those of the monolingual group on tasks assessing alerting, auditory selective attention, divided attention and mental flexibility, but not interference inhibition. These results show that, after only three years, a second-language immersion school experience also produces some of the cognitive benefits associated with early bilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10