• Dr.A. Cineka

  Author

This study aims to explore if two-language systems of inhibition, control, working memory, attention shifting, and adaptive problem-solving, early exposure, and monolingual development cognitive functions are enhanced compared to monolingual development. A cross-sectional design with 60 toddlers (24-36 months) comprised the sample. divided into monolingual (n = 30) and bilingual (n = 30) toddlers. Multilingual settings, purposive sampling, and participants were used to select. The executive function was measured with age-related tasks, such as Go/No-Go (inhibitory control), delayed response (working memory), and attention-shifting tasks. A modified card-sorting task was used to measure cognitive flexibility. Parent-report questionnaires were used to collect the data on language exposure. Descriptive statistics, independent samples t -tests, correlation, and regression tests were used as statistical tests. The performance of bilingual toddlers was always better in comparison to that of monolingual toddlers in all cognitive domains. Bilingual children performed better in inhibitory control (68.9 vs. 61.3), working memory (65.2 vs. 58.7), and attention switching (63.8 vs 55.4). Bilinguals (66.5) were also observed to be high in cognitive flexibility as compared to monolinguals (57.6). Moreover, the more the second language was subjected to, the higher the results were in the executive functioning and cognitive flexibility. The results indicate that early exposure to two languages is linked with the increased growth of executive functioning and cognitive flexibility among toddlers. The cognitive benefits of bilingual classrooms may be explained through the functioning of flexible thinking and control of attention. This supports the advocacy of cognitive and learning benefits of early multilingual exposure.

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