Document Type



Loren Marulis

Publication Date



This honors paper was accepted in December, 2023.

This honors paper is restricted to users on the Connecticut College campus.


Building on the previous research showing that bilingualism enhances executive function, and executive function is a necessary factor in successful learning, this study attempted to investigate the impact of bilingualism on executive function (EF) and its relation to self-regulated learning (SRL) inside preschool classrooms among monolingual and bilingual preschoolers. To test this hypothesis, executive function of 20 monolingual and 18 bilingual children aged 35 to 59 months was assessed through the HTKS-R task, while their classroom teachers evaluated their emotional, prosocial, cognitive and motivational learning development through the CHILD 3-5 assessment tool. Results did not show bilingual advantage in EF and SRL performance (p = .193 and .703 respectively). Parental education was a significant predictor of both EF (p = 0.004). Implications of findings, limitations and directions for future research are discussed.



The views expressed in this paper are solely those of the author.