Comparing the Dimensions of Executive Functions in Monolingual and Bilingual Children

Objective: This study aimed to compare the executive functions of bilingual and monolingual children. Methods: We recruited 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±SD age: 9.86±2.69). Group two consisted of children who did not enroll in any second language program (Mean±SD age: 9.63±3.21). Participants’ executive functioning was assessed using the behavior rating inventory of executive function. The demographics and the socioeconomic status of all participants have been collected via parental reports. Results: Bilingual children scored higher in the components of inhibition, shift of attention, emotional control, initiation, working memory, strategic planning, organization of materials, and monitoring. Also, their total score was higher compared to monolingual children. Conclusion: Early exposure to a second language program during childhood enhances executive functions.