Investigating the impact of Bilingualism on Cognitive Abilities on Algerian students

Abstract

Over the past few decades, several studies have found a link between bilingualism and improved performance in the task of measuring shifting, inhibition, updating and, core executive function. However, the results are inconsistent and the existence of this proposed bilingual advantage is controversial. This paper explores the hypothesis that bilingualism may be one of the factors contributing to improved executive function (EF). The main focus is on the study of bilingualism as a continuum that spans the two axes of use and proficiency, and further investigates whether the use of L2 is a better predictor of EF skills than the acquisition of L2. The data in this study are from 30 Algerian students of proximately similar age and socioeconomic status, but with different levels of bilingualism. Performance of two measurements of shifting (trail making task and plus or minus task) and inhibition (two stroop task and flanker task ), and monitoring skill using linear regression model). The results of the analysis do not provide further evidence of the existence of bilingual benefits, probably due to the ceiling effect, and the particularity of Algerian dialects in general. Rather than taking in consideration the embedded diversity of languages in a particular dialect being, which is Tlemcenian. The results are presented in the light of the EF measurement issue. Whether a particular pattern of L2 use is more likely to affect cognitive performance than other patterns.