Abstract
Abstract This exploratory study examines the relationship between executive functioning (EF) skills and the development of first (L1) and second language (L2) skills of preschool students. The participants of this study are enrolled in a French immersion program offered at an inclusion school combining students with disabilities (special needs) and those without (typically developing). All students were assessed for L1, L2, and EF skills. The findings of this study indicate L1 and L2 development in both receptive and expressive skills. Furthermore, EF skills served as a predictor of L2 expressive and receptive language skills. The findings of this study align with prior research showing a relationship between language skills and EF while also providing support for the inclusion of special needs students in immersion programs. Implications of findings suggest additional research is needed on the role of EF skills in L2 development and revisiting requirements for entry into language programs.
The Challenge Executive functioning (EF) skills play a role in the cognitive development and self‐regulation of young children. Research has shown a relationship between the development of EF skills and first language skills. Could a relationship exist between EF skills and the development of second language skills in early childhood?
