Bilingualism and SES, Porque Importa?
I t is not uncommon for schools to promote the learning of a second language. After all, studies constantly display the many advantages that bilingualism presents. One of the many advantages studied in bilingualism is executive function. Executive function (EF) refers to a “set of general-purpose control mechanisms” which is often related to the prefrontal lobe of the brain that is responsible for thought and behavior regulation (Karen & Camarota, 2019). This advantage may be the reason why some students might be compelled to learn a new language. However, what about those who don’t learn their second language through school, but from home? The relationship between the method of learning the language and socioeconomic status has not been studied thoroughly. Even so, the idea that certain methods of learnings are connected to specific socioeconomic statuses (SES) is not a strange one. Studies regarding SES of these bilinguals has yet to be thoroughly explored. Especially the ways it provides advantages in executive functioning within these special cases.
Bilingualism and Socioeconomic Status
Bilingualism refers to the fluent use of two languages (Dictionary.com, n.d.) these individuals may have learned fluency in a different language through different methods such as migration, from parents, the school systems, and other settings that allow them to immerse themselves in a different language. Bilingualism and Executive Function have been heavily explored in research and continued to have a reinforced connection with one another. However, there is little research on how the bilingual executive function provides an advantage to children of lower socioeconomic status. Research between these variables would open the doors to new, improved methods of teaching within early childhood within low SES communities to promote child development.
Within Latin and Hispanic communities, being bilingual is no surprise as many like myself are taught Spanish from an early age as our native language and continue to learn English from social interactions in different settings within the U.S. Within these communities, the native Spanish language can be obtained through various methods, however, a few are more common than others. For example, learning Spanish within a Spanish-speaking country and then migrating to the U.S. to learn English is one, another is being born within the U.S. and learning Spanish by Spanish-speaking caregivers, then learning English within social settings. Due to factors such as: not having a legal work status, being unable to speak English, lack of resources or others, some immigrants are forced to seek low-wage jobs, ultimately leading them and their families to remain in low-socioeconomic status (SES). Research between low SES and executive functioning suggests that low SES predicts worst performance on EF tasks in early childhood (Hackman, et. al., 2015). This suggests an interesting paradox between bilingualism, SES, and EF. Bilingualism is common within low SES populations and can improve executive functioning; however, low SES is also associated with worse EF (Hackman, et. al., 2015). So how does this all fall into pieces? And why has it not been researched?
A Study on Executive Function (EF) and Bilinguals
A team of researchers Grote, Scott, & Gilger (2021) set out to fill this gap in literature and began to study low SES bilingual children and their EF performance. To do this, they investigated perceived advantages in EF by comparing low SES Spanish-English bilingual preschoolers to two monolingual, Spanish and English control groups. Three experiments were conducted during this study. All three of these studies consisted of different components of EF: visual-spatial memory, inhibition, and attentional control. Visual-spatial memory refers to the ability to manipulate information about the visual properties (shape, color), spatial arrangement of objects and to “hold in mind” (Hornung et al., 2011; Kerrigan et al., 2017; McAfoose & Baune, 2009). The next component of EF, inhibition, closely studied response inhibition, or suppression of actions in a context that prevents goal-oriented behavior and interference suppression(Bialystok et al., 2009). Lastly, attention control is the ability to remain focused on a specific task for a prolonged period of time.
What was found and why does it matter?
Results from the visual-spatial memory tasks did not support an advantage in executive function for low SES bilinguals or within any groups. Even so, in the experiments testing inhibition and attentional control, bilingual children outperformed both monolingual groups, demonstrating their advantage in EF, despite their low SES background. These results reveal an EF advantage for bilingualism that prevails despite low SES. Research like this demonstrates the importance of performing research in low SES communities and bilingualism. It is an uncharted territory that has the potential to find results that emphasize the importance of maintaining an immigrant’s native language in the family. Even as this research provides the first steps, it is important to keep seeking answers to questions that can aid disadvantaged communities. If research that demonstrates how learning a second language combats worse EF in low SES population is found, efforts to change learning programs can be made to support, prepare, and promote child development in learning despite developing conflicts.
Further Reading
Bialystok, E., Craik, F. I. M., Green, D. W., Gollan, T. H. (2009). Bilingual minds. Psychological Science in the Public Interest, 10(3), 89–129.
Dictionary.com. (n.d.). Bilingualism definition & meaning. Dictionary.com. Retrieved from https://www.dictionary.com/browse/bilingualism
Grote, K. S., Scott, R. M., & Gilger, J. (2021). Bilingual advantages in executive functioning: Evidence from a low-income sample. First Language, 41(6), 677–700. https://doi.org/10.1177/01427237211024220
Hackman, D.A., Gallop, R., Evans, G.W. and Farah, M.J. (2015), Socioeconomic status and executive function: developmental trajectories and mediation. Dev Sci, 18: 686–702. https://doi.org/10.1111/desc.12246
Hornung, C., Brunner, M., Reuter, R. A. P., Martin, R. (2011). Children’s working memory: Its structure and relationship to fluid intelligence. Intelligence, 39(4), 210–221.
