Presenter(s)

• Arnold Rodriguez Robles, University of California, Santa Barbara
• Emanuel Perez, University of California, Santa Barbara

Abstract

This poster summarizes a study which examined the potential impacts of bilingual development on children’s EF within the context of an elementary school that offered dual language supports to a subset of children across grades K-5. Analyses aimed to determine whether participation in different language instruction models (i.e., Dual Language Immersion [DLI] and traditional English instruction) was associated with the executive functioning of (N = 160) elementary school-aged children in third grade. Several EF constructs (i.e., behavior, emotional, and cognitive regulation) were compared across groups to examine any significant differences in EF as reported through behavioral diagnostic rating scales completed by teachers.