Executive function developmental trajectories kindergarten to first grade: monolingual, bilingual and English language learners

ABSTRACT

Many studies examine how bilinguals and monolinguals differ in their executive function abilities at one time-point or cross-sectionally. Fewer examine how these groups of children may differ over time. Using nationally representative data obtained from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), this study examines the developmental trajectories of executive functions among bilingual, monolingual and ELL (English Language Learner) children during their early school years across four time points from the start of kindergarten to the end of first grade while controlling for sex and socioeconomic status. Latent growth curve models show that ELL children start with lower executive function skills on the dimensional change card sort (DCCS) and Numbers Reversed. Yet, have a steeper slope on both tasks. Bilinguals also had a steeper slope on the DCCS Task despite not differing initially. In addition to cognitive assessments, we also evaluated teacher reports of children’s executive function skills. Results from teacher reports showed that bilingual children have an initial higher perceived executive function in comparison to monolinguals. Together, the findings indicate that bilinguals and monolinguals are in some ways different in their cognitive control trajectories. Implications for findings regarding ELLs are further discussed.

KEYWORDS:

• Bilingualism
• executive function
• early bilingualism
• English language learner
• developmental trajectories

Acknowledgements

We gratefully thank the Consortium for Research on Atypical Development and Learning Lab and Sonja Winter for her feedback on statistical analysis.

Disclosure statement

No potential conflict of interest was reported by the author(s ).

Additional information

Funding

This study was funded by the Carlston Cunningham Endowment.

Notes on contributors

Anabel Castillo

Anabel Castillo is a doctoral candidate at the University of California Merced in the Psychological Sciences Department.

Alexander Khislavsky

Alexander Khislavsky is a Continuing Lecturer in the Department of Psychological Sciences at the University of California Merced and Faculty Affiliate with the CRADL (Consortium from Research on Atypical Development and Learning) lab.

Meaghan Altman

Meaghan Altman is a Continuing Lecturer in the Department of Psychological Sciences at the University of California Merced and Faculty Affiliate with the CRADL (Consortium from Research on Atypical Development and Learning) lab.

Jeffrey W. Gilger

Jeffrey W. Gilger is a Professor of Psychology at the University of California Merced and Principal Investigator of the CRADL (Consortium from Research on Atypical Development and Learning) lab.