No evidence for effects of Turkish immigrant children‘s bilingualism on executive functions

Jaekel, Nils; Jaekel, Julia; Willard, Jessica A.; Leyendecker, Birgit

doi:10.1371/journal.pone.0209981

Cited by 15 publications

(13 citation statements)

References 74 publications

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“…Eighteen studies (Danahy et al, 2007 ; Bialystok and Feng, 2009 ; Bialystok and Viswanathan, 2009 ; Bialystok, 2010 ; Engel de Abreu, 2011 ; Kapa and Colombo, 2013 ; Blom et al, 2014 , 2017 ; Engel de Abreu et al, 2014 ; Filippi et al, 2015 ; Garraffa et al, 2015 ; Buac et al, 2016 ; Cockcroft, 2016 ; Bosman and Janssen, 2017 ; Raudszus et al, 2018 ; Veenstra et al, 2018 ; Hartanto et al, 2019 ; Jaekel et al, 2019 ) evaluated working memory by using different versions of the digit span task. In 12 studies (Danahy et al, 2007 ; Bialystok and Feng, 2009 ; Bialystok and Viswanathan, 2009 ; Engel de Abreu, 2011 ; Kapa and Colombo, 2013 ; Engel de Abreu et al, 2014 ; Filippi et al, 2015 ; Garraffa et al, 2015 ; Cockcroft, 2016 ; Blom et al, 2017 ; Raudszus et al, 2018 ; Veenstra et al, 2018 ) no significant differences between the two groups emerged.…”

Section: Resultsmentioning

confidence: 99%

“…In 12 studies (Danahy et al, 2007 ; Bialystok and Feng, 2009 ; Bialystok and Viswanathan, 2009 ; Engel de Abreu, 2011 ; Kapa and Colombo, 2013 ; Engel de Abreu et al, 2014 ; Filippi et al, 2015 ; Garraffa et al, 2015 ; Cockcroft, 2016 ; Blom et al, 2017 ; Raudszus et al, 2018 ; Veenstra et al, 2018 ) no significant differences between the two groups emerged. In three studies, monolinguals remembered a significantly higher number of digits than bilinguals in the forward digit span task (Buac et al, 2016 ; Bosman and Janssen, 2017 ) and backward digit span (Jaekel et al, 2019 ). In Bialystok ( 2010 ), which reported three studies involving three different groups of participants, bilinguals' scores were lower than monolinguals' scores only in the third study.…”

Section: Resultsmentioning

confidence: 99%

“…Jaekel et al ( 2019 ) used the Hearts and Flowers task. No significant differences emerged between the bilingual and monolingual groups.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Bilingualism on Executive Functions in Children and Adolescents: A Systematic Review Based on the PRISMA Method

et al. 2020

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Approximately half of the world's population is bilingual or multilingual. The bilingual advantage theory claims that the constant need to control both known languages, that are always active in the brain, to use the one suitable for each specific context improves cognitive functions and specifically executive functions. However, some authors do not agree on the bilingual effect, given the controversial results of studies on this topic. This systematic review aims to summarize the results of studies on the relationship between bilingualism and executive functions. The review was conducted according to PRISMA-statement through searches in the scientific database PsychINFO, PsycARTICLES, MEDLINE, and PUBMED. Studies included in this review had at least one bilingual and monolingual group, participants aged between 5 and 17 years, and at least one executive function measure. Studies on second language learners, multilingual people, and the clinical population were excluded. Fifty-three studies were included in the systematic review. Evidence supporting the bilingual effect seems to appear when assessing inhibition and cognitive flexibility, but to disappear when working memory is considered. The inconsistent results of the studies do not allow drawing definite conclusions on the bilingual effect. Further studies are needed; they should consider the role of some modulators (e.g., language history and context, methodological differences) on the observed results.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The Impact of Bilingualism on Executive Functions in Children and Adolescents: A Systematic Review Based on the PRISMA Method

et al. 2020

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“…Across different measurements of executive control, no consistent differences were observed between the active and inactive bilingual language users [23], although language use did affect lexical processing [24]. Other studies have furthermore assessed effects of language use by using a proportion of daily non-L1 usage (e.g., [15]), the amount of a language spoken at home (e.g., [25]), or the amount of language use across different interactional contexts (e.g., [26]).…”

Section: Individual Differences In Bilingualismmentioning

confidence: 99%

Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences

Bruin

2019

Behavioral Sciences

172

136

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No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual’s proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages.

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“…As Appel and Muysken (2005) claim, bilingualism occurs in all societies but the form and the degree of it may vary. Jaekel et al (2019) draw our attention to the benefits of speaking two or more languages. A development of two language systems simultaneously or successively enable bilinguals to use both systems actively.…”

Section: Introductionmentioning

confidence: 99%

Translanguaging in EFL classrooms: Teachers’ perceptions and practices

Yuvayapan

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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The belief that the native language practices of individuals improve their competence in a foreign language gave rise to a number of bilingual language pedagogies, one of which is translanguaging. This term does not merely refer to switching between two languages, on the contrary, it involves a systematic use of two languages in a particular language teaching activity. In this study, English language teachers' perceptions of translanguaging were examined through a questionnaire. Classroom observations were done to examine for what purposes they apply the use of L1 in their teaching and semi-structured interviews were done to figure out the reasons of the differences between their perceptions and actual use of L1. The participants of the study were English language teachers (EFL) who work at state and private schools in Turkey. The Likert-type items in the questionnaire were analyzed quantitatively using descriptive statistics and the data gathered from open-ended questions in the questionnaire, classroom observations and semi-structured interviews were exposed to structural-coding analysis. The results showed that EFL teachers' perceptions were not akin to their practices. Although they held positive views about translanguaging in some particular situations, they did not frequently employ this pedagogy due to the expectations of their institutions, colleagues and parents of their students.

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No evidence for effects of Turkish immigrant children‘s bilingualism on executive functions

Cited by 15 publications

References 74 publications

The Impact of Bilingualism on Executive Functions in Children and Adolescents: A Systematic Review Based on the PRISMA Method

The Impact of Bilingualism on Executive Functions in Children and Adolescents: A Systematic Review Based on the PRISMA Method

Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences

Translanguaging in EFL classrooms: Teachers’ perceptions and practices

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