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Fecha
2025-09-03
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Cambridge University Press
Citas
Resumen
This longitudinal study examined the cognitive development of Spanish children from monolingual backgrounds attending schools with varying levels of English exposure (13%–83%) to assess whether higher L2 exposure results in advantages over time. 229 children (ages 6–7) completed background (nonverbal reasoning (NVR), working memory (WM), L1 vocabulary, L2 vocabulary) and experimental tests measuring attentional/executive functions (selective attention, divided attention, switching, inhibition) at the beginning and end of year 1 of primary education. Generalized linear mixed-effects models, accounting for factors such as family educational level, onset of L2 exposure and language exposure outside of school, indicated that children’s cognitive skills benefit from (high) L2 exposure at school, with greater L2 exposure being linked to more enhanced attentional/executive skills as well as to a larger L2 vocabulary. These findings support the positive effects of immersion programs, suggesting that L2 exposure in school settings alone can contribute to more developed attentional/executive skills.
Descripción
The registered version of this article, first published in Computer Modeling in Bilingualism: Language and Cognition, 1–15., is available online at the publisher's website: https://doi.org/10.1017/S1366728925100448
La versión registrada de este artículo, publicado por primera vez en Bilingualism: Language and Cognition, 1–15., está disponible en línea en el sitio web del editor: https://doi.org/10.1017/S1366728925100448
This project was funded by the Comunidad de Madrid (Atracción de Talento Investigador, T1/HUM-19952). We would also like to thank the participating schools, parents and children.
La versión registrada de este artículo, publicado por primera vez en Bilingualism: Language and Cognition, 1–15., está disponible en línea en el sitio web del editor: https://doi.org/10.1017/S1366728925100448
This project was funded by the Comunidad de Madrid (Atracción de Talento Investigador, T1/HUM-19952). We would also like to thank the participating schools, parents and children.
Categorías UNESCO
Palabras clave
cognitive development, attention, executive functions, educational bilingualism, longitudinal
Citación
Chamorro, G., de la Viña, I., & Janke, V. (2025). The effects of L2 exposure at school on the cognitive development of children from monolingual backgrounds: A longitudinal study. Bilingualism: Language and Cognition, 1–15. doi:10.1017/S1366728925100448
Centro
Facultad de Filología
Departamento
Filologías Extranjeras y sus Lingüísticas