The present research explores working memory (WM) development in monolingual as well as emergent bilingual children immersed in an L2 at school. Evidence from recent years suggests that bilingualism may boost domain-general executive control, but impair nonexecutive linguistic processing. Both are relevant for verbal WM, but different paradigms…

Examination of a second grade additive-bilingual (Spanish-immersion) classroom, compared to a monolingual classroom for nonverbal problem-solving and native-language development, found significant differences in problem solving in favor of the bilingual class and no significant differences in native-language development. (46 references) (Author/CB)