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Bilingual Education (CLIL) and attentional control : a longitudinal study from kindergarten to second grade

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Academic year: 2021

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Repeated measures ANOVA

Funding Source: ULiège

1. Nicolay, A.-C., & Poncelet, M. (2013). Cognitive advantage in children enrolled in a second-language immersion elementary school program for 3 years. Bilingualism : Language and Cognition, 16(3), 597-607 2. Nicolay, A.-C., & Poncelet, M. (2015). Cognitive benefits in children enrolled in an early bilingual immersion school: A follow up study. Bilingualism : Language and Cognition. Doi:10.1017/S1366728914000868

References

A number of studies suggest that bilingualism has a positive impact on cognition

and in particular on attentional control (Bialystok et al., 2004; Prior & MacWhinney, 2010; Bialystok et al., 2008; Costa et al., 2008).

• These advantages have also been reported for children attending linguistic immersion classes (Nicolay & Poncelet, 2013; 2015; Barbu et al., submitted; Puric et al., 2017).

However, other studies did not observe positive effects of bilingualism on cognition

(Gathercole et al., 2014; Ross & Melinger, 2016; Karlsson et al., 2015; Kaushanskaya, Gross, & Buac, 2014; Woumans et al., 2016; Simonis et al., submitted).

The aim of this study was to re-examine the links between bilingualism

(children attending language immersion school) and cognition by using a longitudinal study design, a type of design rarely used in previous studies.

Participants.

• forty-nine children learning a second language (Dutch) via a language immersion school curriculum.

• fifty children following a regular school curriculum

Design.

Longitudinal (4 years)

Attentional control tasks (Kitap battery; Zimmermann & Fimm, 2005) :

alertness, selective attention, divided attention, cognitive flexibility

1

Methods

2

Results

3

Conclusion

Over the different assessments, we observed no advantage for any aspect of attentional control in the immersive versus control group. Discussion :

- L2 (Dutch) mastery and exposure (75% versus mixed) is not yet sufficient in order to develop enhanced control attention skills

- Positive attitude and/or motivation (socio-affective factors and socio-political context) may be lower in children learning Dutch vs. English (De Smet et al., 2018)

- The nature of attentional control is difficult to apprehend

- There is, however, no consensus regarding the existence of such a cognitive control advantage (Lehtonen et al., 2018)

4

1

Psychology and Neuroscience of Cognition Research Unit, University of Liège, Belgium,

2

GIGA-Consciousness Coma Science Group

matched on : age, sociocultural level, vocabulary level,

nonverbal intelligence

and academic performance

2nd kindergarten (before L2 learning) 3rd kindergarten 1st grade 2nd grade

BAPS, UGent, 18-05-18

F p value Effect size

Alertness Group Time Interaction 3,00 80,66 2,35 ns < ,001 ns 0,03 0,45 0,02 Selective attention Group Time Interaction 0,14 82,6 1,05 ns <,001 ns 0,00 0,46 0,01 Divided attention Group Time Interaction 0,36 108,40 1,12 ns <,001 ns 0,00 0,53 0,01 Cognitive flexibility Group Time Interaction 1,82 110,38 2,10 ns <,001 0,10 0,01 0,53 0,02 300 350 400 450 500 550 600 650 2ND KDG 3ST KDG GRADE 1 GRADE 2

Immerged Non immerged

Alertness (reaction time - msec)

300 500 700 900 1100 1300 1500 2ND KDG 3ST KDG GRADE 1 GRADE 2

Immerged Non immerged

Selective auditory attention (reaction time - msec)

300 500 700 900 1100 1300 1500 2ND KDG 3ST KDG GRADE 1 GRADE 2

Immerged Non immerged

Divided attention (reaction time - msec)

300 800 1300 1800 2300 2800 3300 2ND KDG 3ST KDG GRADE 1 GRADE 2

Immerged Non immerged

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