Comparison of the Dimensions of Executive Functions in Monolingual and Bilingual Children

Objective: This study aimed to compare the executive functioning between bilingual and monolingual children. Methods: We recruited a total of 200 children, all under 5-years old, who participated in a cross-sectional study. These participants were separated into two groups based on their enrollment in a second language program. Group one consisted of children enrolled in a second language program (mean age:9.86; SD: 2.69); Group two consisted of children not enrolled in any second language program (mean age: 9.63; SD: 3.21). Executive functioning of participants was assessed using the Behavior Rating Inventory of Executive Function- Parents Form (BRIEF), and demographics and the socio-economic status for all participants was been collected via parental report. Results: Bilingual children showed higher scores in the components of inhibit, shift of attention, emotional control, initiate, working memory, strategic planning, organization of materials and monitor and total score, compared to monolingual children. Conclusion: These results suggest that early exposure to a second language program during childhood development may have an enhancing effect on executive function.