Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).

The results of studies targeting cognitive and academic advantages in children frequenting early bilingual immersion school programs (CLIL) have been contradictory. While the impact of the amount of CLIL experience has already been studied, the role of the second language learned has been little stu...

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Autores principales:	Sophie Gillet, Cristina Barbu, Martine Poncelet
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/43b9cacf796a47fe89468172fc75a592
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spelling	oai:doaj.org-article:43b9cacf796a47fe89468172fc75a5922021-12-02T20:19:13ZEarly bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).1932-620310.1371/journal.pone.0258458https://doaj.org/article/43b9cacf796a47fe89468172fc75a5922021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0258458https://doaj.org/toc/1932-6203The results of studies targeting cognitive and academic advantages in children frequenting early bilingual immersion school programs (CLIL) have been contradictory. While the impact of the amount of CLIL experience has already been studied, the role of the second language learned has been little studied to account for differences among study findings. The link between executive skills (EF) and scholar abilities (e.g., mathematics) in the CLIL context has also been little investigated. The purpose of the present study was to determine if the impact of CLIL on EF and academic performances varies depending on the immersion language and the duration of CLIL experience. The sample included a total of 230 French-speaking children attending second (141) and fifth (89) grade classes. Within each grade, there were three matched language groups composed of children respectively immersed in English, immersed in Dutch, and non-immersed controls. The children were administered tasks assessing executive functions [alerting, cognitive flexibility, and working memory], as well as arithmetic abilities. In second grade, we detected no difference in EF between the language groups. On the other hand, in fifth grade, the two immersed groups outperformed the non-immersed group on the cognitive flexibility task but did not differ between them. Moreover, only the Dutch immersed group outperformed the control group on the working memory task. Arithmetic performances also differed depending on the language learned; in second grade, Dutch learners performed better than the monolingual group. In fifth grade, Dutch learners outperformed the two other groups. These results suggest that the impact of CLIL on executive skills and arithmetic performances might be modulated by the amount of CLIL experience and the second language learned in immersion.Sophie GilletCristina BarbuMartine PonceletPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 10, p e0258458 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Sophie Gillet Cristina Barbu Martine Poncelet Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).
description	The results of studies targeting cognitive and academic advantages in children frequenting early bilingual immersion school programs (CLIL) have been contradictory. While the impact of the amount of CLIL experience has already been studied, the role of the second language learned has been little studied to account for differences among study findings. The link between executive skills (EF) and scholar abilities (e.g., mathematics) in the CLIL context has also been little investigated. The purpose of the present study was to determine if the impact of CLIL on EF and academic performances varies depending on the immersion language and the duration of CLIL experience. The sample included a total of 230 French-speaking children attending second (141) and fifth (89) grade classes. Within each grade, there were three matched language groups composed of children respectively immersed in English, immersed in Dutch, and non-immersed controls. The children were administered tasks assessing executive functions [alerting, cognitive flexibility, and working memory], as well as arithmetic abilities. In second grade, we detected no difference in EF between the language groups. On the other hand, in fifth grade, the two immersed groups outperformed the non-immersed group on the cognitive flexibility task but did not differ between them. Moreover, only the Dutch immersed group outperformed the control group on the working memory task. Arithmetic performances also differed depending on the language learned; in second grade, Dutch learners performed better than the monolingual group. In fifth grade, Dutch learners outperformed the two other groups. These results suggest that the impact of CLIL on executive skills and arithmetic performances might be modulated by the amount of CLIL experience and the second language learned in immersion.
format	article
author	Sophie Gillet Cristina Barbu Martine Poncelet
author_facet	Sophie Gillet Cristina Barbu Martine Poncelet
author_sort	Sophie Gillet
title	Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).
title_short	Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).
title_full	Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).
title_fullStr	Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).
title_full_unstemmed	Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).
title_sort	early bilingual immersion school program and cognitive development in french-speaking children: effect of the second language learned (english vs. dutch) and exposition duration (2 vs. 5 years).
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/43b9cacf796a47fe89468172fc75a592
work_keys_str_mv	AT sophiegillet earlybilingualimmersionschoolprogramandcognitivedevelopmentinfrenchspeakingchildreneffectofthesecondlanguagelearnedenglishvsdutchandexpositionduration2vs5years AT cristinabarbu earlybilingualimmersionschoolprogramandcognitivedevelopmentinfrenchspeakingchildreneffectofthesecondlanguagelearnedenglishvsdutchandexpositionduration2vs5years AT martineponcelet earlybilingualimmersionschoolprogramandcognitivedevelopmentinfrenchspeakingchildreneffectofthesecondlanguagelearnedenglishvsdutchandexpositionduration2vs5years
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Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).

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