The effects of habitual code-switching in bilingual language production on cognitive control

Han, Xuran; Wei, Li; Filippi, Roberto

doi:10.1017/s1366728922000244

Cited by 17 publications

(15 citation statements)

References 75 publications

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“…The ACH makes specific predictions about the relationships between different linguistic experiences and executive processing, such as selective attention, goal maintenance, conflict monitoring and planning. New experimental work with a sample of bilingual Mandarin/English speakers seems to support these predictions: participants who switch between their languages more often had a better performance in executive function tasks measuring inhibitory control (Han, Li, and Filippi 2021 ). Speculatively, it may be possible the cognitive advantages are modulated by different levels of SES in which specific linguistic habits are present.…”

Section: Discussionmentioning

confidence: 94%

Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort

Filippi

Ceccolini²,

Booth

et al. 2022

International Journal of Bilingual Education and Bilingualism

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Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11–12 (T1) and 13–15 years old (T2). Cognitive measures were derived from tasks of cognitive flexibility, verbal, spatial and visuo-spatial working memory, speech processing and non-verbal reasoning. Using SES information collected through questionnaires (school type, level of deprivation, parental education and occupation), the sample was clustered into high/medium/low SES groups. Comparisons focused on 517 monolingual and 329 multilingual pupils in the high/low SES groups. Having controlled for multiple comparisons, the results indicated a significant beneficial effect of bilingualism in measures of working memory, visuo-spatial processing and non-verbal reasoning. These effects were present in both high and low SES individuals and sustained at both times of development, with a particularly significant improvement of working memory abilities in low SES bilinguals at T2 as compared to monolingual peers. Theoretical and practical implications of these findings are considered and guidance for educators is discussed.

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Section: Discussionmentioning

confidence: 94%

Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort

Filippi

Ceccolini²,

Booth

et al. 2022

International Journal of Bilingual Education and Bilingualism

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“…It is known that demographic variables, particularly age and education and, to a lesser extent, sex and gender, moderate performance on neuropsychological tests (Medina et al, 2021). Similarly, multilingualism (knowing and using more than one language) seems to significantly influence cognition (Quinteros Baumgart & Billick, 2018), although there is extensive debate around the nature and trajectory of this influence (Han et al, 2022). Understanding the interplay of these variables is particularly important for diverse and heterogenous populations, such as South Africa.…”

Section: Discussionmentioning

confidence: 99%

Phonemic verbal fluency in non-WEIRD populations: Demographic differences in performance in the Controlled Oral Word Association Test-FAS

Ferreira-Correia,

Banjo,

Israel

2024

African Journal of Psychological Assessment

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This study aimed to investigate whether age, level of education, gender, number of spoken languages, and the self-reported position of language within this multilingual experience predicted performance on the Controlled Oral Word Association Test (COWAT-FAS). Using a cross-sectional research design, the phonemic verbal fluency of a sample (n = 156) of healthy adults (ages 18–60 years) with different linguistic and educational backgrounds from a non-WEIRD (western, educated, industrialised, rich and democratic) context was assessed using the COWAT-FAS (including the F, A, S, total correct, repetition, incorrect, and total errors). Pearson’s correlations showed significant negative associations between age and most of the COWAT scores, including the total (r = –0.47; p 0.01) and significant positive associations between years of education and all of the COWAT scores, including the total (r = 0.49; p 0.01). The number of languages spoken was not significantly correlated with any of the COWAT scores, but multilinguals who identified English as a first language performed significantly better than those who identified English as a secondary language for several COWAT scores, including the total (t154 = 3.85; p 0.001; d = 0.79). Age (B = –0.32; p 0.001), years of education (B = 0.35; p 0.001), and language position (B = –0.20; p 0.01) also significantly predicted the COWAT total score (r2 = 0.38; F = 18.34; p 0.001; f2 = 0.61). The implications of these findings for use of the COWAT-FAS in multilingual and non-WEIRD contexts are discussed.Contribution: This article supports the importance of understanding the role demographic variables play in cognitive performance and how they represent a source of bias in cognitive testing, particularly in the COWAT-FAS. It highlights how age, level of education, and the correspondence, or lack thereof, between first language and language of assessment, impacts phonemic fluency tasks. This knowledge may help to manage biases when conducting verbal fluency assessments with multilingual individuals and in non-WEIRD contexts.

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“…Although participants denied regular code-switching in the classroom, their pedagogical practices provided evidence to the contrary. Some lessons were characterised by what Han, Li, and Filippi (2022) termed a "dense code-switching context". This highlighted the inevitable nature of codeswitching, even in higher grades of the basic education schooling system, as reflected in both teachers' perceptions and practices.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

The nexus between Geography teachers’ code-switching perceptions and practices: A case study

Leruele,

Sibanda

2024

IJER

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The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants' perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers' actual code-switching practices during Geography lessons. The study then compared the teachers' perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers' perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers' comprehension of code-switching and provide them with effective strategies for its application in the classroom.

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The effects of habitual code-switching in bilingual language production on cognitive control

Cited by 17 publications

References 75 publications

Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort

Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort

Phonemic verbal fluency in non-WEIRD populations: Demographic differences in performance in the Controlled Oral Word Association Test-FAS

The nexus between Geography teachers’ code-switching perceptions and practices: A case study

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