000			01927cam a2200289 4500500
005			20250121055713.0
041			_afre
042			_adc
100	1	0	_aal-Naboulsi, Darine _eauthor
700	1	0	_a Vilette, Bruno _eauthor
245	0	0	_aRelationship between bilingualism, academic performance, and executive functions in Lebanese children aged 8–10 years
260			_c2021.
500			_a11
520			_aThere are many studies that highlight the positive effects of bilingualism in the field of language, culture, identity, psychology, and EF (Bijeljac-Babic 2017). However, some authors question the existence of these effects (Paap et al. 2015). In this paper, we seek to clarify the effect of bilingualism on executive functions and academic performance in bilingual Lebanese children. A battery of tests assessing executive functioning and mathematical and reading skills was administered to monolingual and bilingual students between 8 and 10 years attending school in Lebanon. The results confirm the expected positive relationships between bilingualism, flexibility, and inhibition, as well as with reading and mathematics performance. However, we show that there is no relationship between bilingualism and cognitive impulsivity. Finally, lexical access among bilinguals is slower and less accurate than among monolinguals. In light of these results, two new research paths are discussed related to academic skills and rehabilitation interventions.
690			_areading
690			_abilingualism
690			_amathematics
690			_aexecutive functions
690			_adenomination
690			_areading
690			_abilingualism
690			_amathematics
690			_aexecutive functions
690			_adenomination
786	0		_nEnfance | o 4 | 4 | 2021-11-03 | p. 391-411 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance-2021-4-page-391?lang=en&redirect-ssocas=7080
999			_c473269 _d473269