Summary: Researchers discovered that bilingualism benefits children born prematurely, contradicting some health care professionals’ advice. The study found bilingual preterm children outperformed monolingual peers in cognitive tests.
Bilingualism could be an early intervention strategy to improve executive functions in preterm children. The research suggests bilingualism’s potential role in enhancing the developmental skills of preterm-born children.
Bilingual children born prematurely performed better in cognitive tests than monolingual peers, displaying skills crucial for academic success.
Executive functions like attention, planning, and decision-making are often compromised in preterm children, leading to misconceptions about bilingualism causing delays.
The study involved 17 preterm children (ages 6-7); results indicated bilingual children performed more accurately and made more switches in the Creature Counting task.
Source: Florida International University
Researchers from FIU have found that speaking more than one language can be beneficial for children born prematurely, counter to advice often given by health care professionals.
The study, published in Advances in Neonatal Care, compared two groups who were born preterm: bilingual children and children who only spoke one language. The bilingual group performed better on a cognitive test, showing better organization, accuracy and response time, compared to monolingual children—important skills for academic success.
“The conventional advice provided by health care professionals is not to speak more than one language with children born prematurely,” said Caroline Gillenson, lead author and doctoral student in FIU Center for Children and Families (CCF) Clinical Science Program.
“Our findings show that shouldn’t be the case and that bilingualism could be an early intervention strategy to help strengthen preterm-born children’s executive functioning.”
Children born prematurely are often at increased risk for poor executive functioning—cognitive processes that include paying attention, planning, memory, decision-making, carrying out a task, among others. Researchers say this is one of the reasons misconceptions arose that speaking more than one language can interfere with language acquisition or cause delays.
The researchers followed a small group of 17 children, between the ages of 6 and 7, born very preterm (before 35 weeks) with low birth weight and long hospital stays in the neonatal intensive care unit (NICU). There were eight monolingual children and nine children who spoke English and Spanish.
To test their executive function, researchers gave the children a Creature Counting task—a test that had them counting the number of animals from top to bottom, starting with one, and then switching between counting upward or downward, according to arrows.
The ability to switch from counting upward to downward or vice versa is key to measuring executive functioning. Correct responses and the time it took to complete the task were recorded.
Preterm-born bilingual children performed significantly more accurately and with more total switches than the preterm-born monolingual children.
The study’s authors point out that although they had a small sample size, their preliminary data has real-world implications and shines a light on the advantages bilingualism may give to preterm-born children’s executive functioning abilities.
“This really shows speaking more than one language can be tremendously helpful for preterm-born children just as it is for children born full term,” said FIU Psychology Professor and study author Daniel Bagner.
Next, the team hopes to also explore additional advantages that may arise when preterm-born children speak more than one language, including spatial reasoning (the understanding of how objects can move in a 3-dimensional world), and meta-linguistic awareness (the ability to consciously reflect on the nature of language and figure out rules and patterns).
“Unfortunately, many parents who have a child that was born prematurely have shared with us that their pediatric provider advised them to stop using their native language at home. They were told to use English only with their child,” said Melissa Baralt, FIU psycholinguistics professor and one of the study’s authors.
“We hope this research can serve as a call-to-action for parents and health care professionals to embrace the advantages of bilingualism in nurturing the developmental skills of preterm-born children.”
Tips for parents to promote bilingualism in their children
Melissa Baralt shared the following tips:
Read with your baby every day. Public libraries have books in many different languages! Interact with the book and with your child.
Learning can happen anywhere. You can turn everyday moments into learning opportunities for your baby by having conversations, asking questions, and narrating what you are doing together. These are the moments that matter.
Get the entire family involved! Grandparents are linguistic experts, and talking on Facetime or WhatsApp video gives them a great opportunity to have interactive conversations.
Try not to depend on television or tablets. Promoting bilingualism requires interactive conversations.
Help children associate positive feelings with the language. Sing in Spanish or the language of your choice, play together and listen to music.
Be enthusiastic when you speaking and have fun!
Focus on what your child has achieved rather than perfection. Interactive conversations and the creative use of language is more important than correct grammar.
A Preliminary Study of Executive Functioning in Preterm-Born Children
Preterm-born children are at increased risk for deficits in executive function (EF). EF is a set of cognitive processes including inhibition, attention, memory, and decision-making, among others. Bilingualism, operationalized as productive capacity in 2 languages (ie, English and Spanish), may enhance EF in children born preterm and in term-born children.
The purpose of this study was to examine the impact of bilingualism on executive functioning in bilingual and monolingual preterm and term-born children using a robust measure of bilingualism.
This study examined the impact of bilingualism on EF in 17 monolingual or bilingual preterm-born children, aged 6 to 7. The preterm-born sample was also compared with a normed, term-born sample of 38 monolingual, typically developing 6- to 7-year-olds.
On the Creature Counting task of EF, bilingual preterm-born children performed with more accuracy and total switches than monolingual preterm-born children. There was no difference in accuracy between the term-born and entire preterm-born samples. The bilingual, preterm-born children performed more accurately than the term-born sample.
Implications for Practice and Research:
This preliminarily suggests bilingualism confers an advantage to preterm-born children’s EF. Further research is needed on bilingual advantage of preterm-born children.