Do executive functions gained through two-way dual-Language education translate into math achievement?

ABSTRACT

Success in mathematics contributes to children’s future career and lifelong financial security. There have been reports that dual-language education conveys academic advantages in mathematics achievement, although there is debate. This study aimed to investigate whether dual-language education benefits children’s mathematics achievement and examine executive functions as a potential mechanism through which dual-language education influences math achievement. Fourth grade children (n = 465; aged 9–10 years) attending either dual-language education or mainstream education programs within the same school were tested on both mathematics achievement and executive functions. Results showed that children in the dual-language education program had higher math scores as well as higher executive functions performance. Executive functions also significantly mediated the relation between education program and mathematics achievement, providing support for executive functions as a mechanism through which advanced mathematics performance is achieved. All analyses controlled for primary caregiver education. Attrition rate of the education program as well as bilingual proficiency were considered in the analysis. Results suggest that bilingual experience gained from a dual-language program may benefit children’s executive functions and that dual-language education may be an effective program for children’s mathematics achievement through cognitive advantages that contribute to academic success.

KEYWORDS:

• Two-way dual-language education
• mathematics achievement
• executive functions
• bilingual proficiency

Disclosure statement

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

Additional information

Funding

This work was supported by Institute for Education Sciences (IES): [Grant Number R305A 160240]; NSF: [Grant Number BCS 1528091].

Notes on contributors

Sangmi Park

Sangmi Park is a current doctoral student at Clark University in Developmental Psychology. She is interested in how children understand mathematics, gain knowledge in the domain, and the ways to improve their learning. Current research examines the relationship between math achievement and language experience in education programs.

Alena G. Esposito

Alena G. Esposito received her MAT in elementary education from ECU and her PhD from NC State University in Developmental Psychology. She completed her post-doc at Emory University. Her research concentration is malleable factors influencing learning and subsequent academic achievement. The current application of her research is in dual-language education, where she is examining cognitive and academic outcomes for both language minority and majority students.