ERIC Number: ED612469
Record Type: Non-Journal
Publication Date: 2021-Feb-3
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Executive Functions in Two-Way Dual-Language Education: A Mechanism for Academic Performance
Esposito, Alena G.
Grantee Submission
Children across the United States are increasingly learning academic content through two-way dual-language education (http://www.cal.org/twi/). This education model provides instruction through two languages in classrooms comprised of approximately equal numbers of native and non-native English speakers. For both language groups, this educational model is an effective approach for achieving second-language fluency (García & Náñez, 2011; Lindholm-Leary & Genesee, 2014). Importantly, both native and non-native English speakers in dual-language education programs perform as well or better academically than their peers in mainstream English classrooms (e.g., Marian, Shook, & Schroeder, 2013; Steele et al., 2017). However, the mechanisms that explain this academic advantage remain to be understood. We examined the possibility that enhanced executive functions through second-language exposure underlie the academic benefits of dual-language education in a rural, low-income, sample of elementary school students. [This is the online version of an article published in "Bilingual Research Journal." For the final published version of this article, see?EJ1292416.]
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Abbreviated Scale of Intelligence
IES Funded: Yes
Grant or Contract Numbers: R305A160240; T32HD07376