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Attentional Abilities of Children Enrolled in Immersion Education in French-Speaking Belgium

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Title: Attentional Abilities of Children Enrolled in Immersion Education in French-Speaking Belgium
Language: English
Authors: Simonis, Morgane (ORCID 0000-0003-1838-1545), Galand, Benoit (ORCID 0000-0003-3387-4305), Hiligsmann, Philippe, Szmalec, Arnaud (ORCID 0000-0003-3903-3953)
Source: International Journal of Bilingual Education and Bilingualism. 2023 26(5):554-571.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Descriptors: Student Attitudes, Immersion Programs, French, Bilingualism, Second Language Learning, Second Language Instruction, Foreign Countries, Comparative Analysis, Executive Function, Attention Control, Secondary School Students, Socioeconomic Status, Nonverbal Ability, Correlation, Elementary School Students, English (Second Language), Indo European Languages, Tests, Listening Skills
Geographic Terms: Belgium
DOI: 10.1080/13670050.2020.1856033
ISSN: 1367-0050
1747-7522
Abstract: There is currently much controversy surrounding the cognitive advantages that are often associated with bilingualism, especially regarding the so-called executive control advantage. Recently, it has been suggested that bilingualism emerging from immersion education may not lead to an advantage in executive control, but rather to an improvement specifically at the level of attentional abilities. In order to test this hypothesis, the current large sample study involving over 500 participants investigated whether foreign-language immersion education can be associated with an advantage in attentional functions. We recruited 12-year-old children and 18-year-old adolescents enrolled in immersion education in French-speaking Belgium for at least 6 years. They were compared to non-immersed children and adolescents on tasks assessing auditory sustained attention, auditory and visual selective attention and divided attention. Several control variables such as nonverbal intelligence, socioeconomic status and other potentially relevant background variables were also considered. The results indicate no measurable difference between the immersed and the non-immersed participants, for none of the examined attentional abilities. These findings are discussed in the light of the cognitive implications of becoming bilingual through a formal education experience.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1386660
Database: ERIC
FullText Text:
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  Data: Attentional Abilities of Children Enrolled in Immersion Education in French-Speaking Belgium
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Simonis%2C+Morgane%22">Simonis, Morgane</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1838-1545">0000-0003-1838-1545</externalLink>)<br /><searchLink fieldCode="AR" term="%22Galand%2C+Benoit%22">Galand, Benoit</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3387-4305">0000-0003-3387-4305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hiligsmann%2C+Philippe%22">Hiligsmann, Philippe</searchLink><br /><searchLink fieldCode="AR" term="%22Szmalec%2C+Arnaud%22">Szmalec, Arnaud</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3903-3953">0000-0003-3903-3953</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2023 26(5):554-571.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 18
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  Label: Publication Date
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Ability%22">Nonverbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Skills%22">Listening Skills</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
– Name: DOI
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  Data: 10.1080/13670050.2020.1856033
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  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is currently much controversy surrounding the cognitive advantages that are often associated with bilingualism, especially regarding the so-called executive control advantage. Recently, it has been suggested that bilingualism emerging from immersion education may not lead to an advantage in executive control, but rather to an improvement specifically at the level of attentional abilities. In order to test this hypothesis, the current large sample study involving over 500 participants investigated whether foreign-language immersion education can be associated with an advantage in attentional functions. We recruited 12-year-old children and 18-year-old adolescents enrolled in immersion education in French-speaking Belgium for at least 6 years. They were compared to non-immersed children and adolescents on tasks assessing auditory sustained attention, auditory and visual selective attention and divided attention. Several control variables such as nonverbal intelligence, socioeconomic status and other potentially relevant background variables were also considered. The results indicate no measurable difference between the immersed and the non-immersed participants, for none of the examined attentional abilities. These findings are discussed in the light of the cognitive implications of becoming bilingual through a formal education experience.
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  Data: 2023
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  Data: EJ1386660
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Immersion Programs
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      – SubjectFull: French
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      – SubjectFull: Belgium
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      – TitleFull: Attentional Abilities of Children Enrolled in Immersion Education in French-Speaking Belgium
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