The impact of lexical skills and executive functioning on L1 and L2 phonological awareness in bilingual kindergarten

Abstract This study investigated the role of lexical skills and executive functioning on L1 Dutch L2 English phonological awareness in children enrolled bilingual Dutch/English kindergarten The Netherlands (n = 95) monolingual (n = 83). Participants had an average age 5 years 10 months completed tasks awareness, (vocabulary specificity), (sustained visual auditory attention, behavioural self-regulation, verbal short-term memory) English. was predicted by self-regulation memory. directly sustained attention. results highlight importance such as memory first second language learning kindergarten, support cross-language transfer effects from to among learners.