The relationship between bi/multilingualism and cognitive functioning in South African grade 3 learners

Abstract

In South Africa, the language of learning and teaching (LoLT) in the foundation phase (grades 0-3) can be any of the 11 official languages of the country. From grade 4 onwards, however, the LoLT is English. This language policy is highly contested particularly as it relates to the relationship between the LoLT and the academic performance of learners for whom English is an additional language. Framed by Threshold Theory and Interdependence Hypothesis Theory (Cummins 1976, 1979), the aim of this study was to determine the relationship between bi/multilingualism, language proficiency and cognitive processing among grade 3 learners in a South African context. A total sample of 111 grade 3 learners, from two isiZulu and two English LoLT schools, completed proficiency (Sentence Repetition), reading (EGRA), and cognitive (NEPSY and AWMA) assessments to determine 1) the impact of language proficiency on modes of cognitive processing (specifically executive control and working memory), and 2) the possible influence of LoLT on the level of language proficiency in both the Home Language (HL) and the First Additional Language (FAL) of participants. The results of the study show that there is a significant relationship between language proficiency and cognitive processing in terms of the clocks and inhibition subscales of the NEPSY assessment and the Digit Recall subscale of the AWMA. However, the results align with more current research regarding bilingualism, indicating that there is no bilingual advantage and further brings into question the influence of Cummins’ Threshold and Interdependence theory. Learners considered as balanced bilinguals using proficiency thresholds did not show increased cognitive control over the less proficient bilinguals. As expected, LoLT played a significant role in levels of language proficiency in both English and learners’ HL. This indicates the larger issue remains the impact of the LoLT on learners’ proficiency which has implications for the foundations of their academic futures. Interestingly, socioeconomic status (SES) showed signs of increased relevance as discussed in more current international research. Based on the above and the fact that this research used alternative cognitive assessments than those commonly used, a large sample size, a more complicated context and the use of a lower SES population group, it is suggested that this research be replicated on an even larger scale to develop comparable/standardized norms for the overall South African learner population and international research