The Role Of Bilingualism On The Executive Functions In Algerian Children

Abstract

Bilingualism is considered one of the most important factors contributing to learning. To enhance understanding of the interaction between languages and cognition, and due to the lack of sufficient evidence in the Algerian context, our study investigates the potential impact of language learning on cognitive performance in the Algerian educational setting. The study aims to examine the role of bilingualism in performing executive function tasks among Algerian schoolchildren. It compares verbal and visuospatial working memory (WM) and inhibition abilities in 25 bilingual learners, 25 second-language learners, and 25 monolinguals aged 8 to 11 years. Intelligence, language proficiency, and socioeconomic status are controlled by selecting individuals with above-average performance on relevant tasks to match all samples. Digit span (forward and backward), visuospatial, and Stroop tasks are administered to assess participants’ performance. The study finds that bilingual children and second-language learners outperform monolinguals in executive function tasks (verbal and visuospatial WM and inhibition). In verbal WM, there is a difference—though not statistically significant—in the forward digit span, while a significant difference in the backward digit span favors bilinguals and second-language learners. In visuospatial WM, bilingual children outperform both second-language learners and monolinguals. Regarding inhibition, the results demonstrate the effect of bilingualism, as bilingual children, followed by second-language learners, outperform monolinguals in the visual selective attention task. In conclusion, bilingualism and second-language learning appear to be positive factors influencing the cognitive abilities of schoolchildren, with the potential to transfer these benefits to other skills. Therefore, language education should be encouraged in educational practices due to its positive contributions.