This case study investigated Halliday’s models of child’s use of language involving an English-Filipino bilingual boy and how he was influenced by certain demographic factors and parents’ communicative acts. We conclude that investigations of bilingualism, bidialectalism and diglossia must take into account the conversational context and, in particular, the opportunities for language switching that this affords. Here we review the available evidence on the effects of bidialectalism and diglossia on cognition, and evaluate it in relation to theories of the effects of bilingualism on cognition. However, these situations have been argued to potentially provide varied, and possibly fewer, opportunities for mixing or switching between the varieties, which may in turn lead to different cognitive outcomes than those reported in bilingualism. Similarly to the bilingual situation, in bidialectalism and diglossia speakers have two language varieties that are active at the same time. Our study provides strong evidence for the presence of a bilingual advantage in these domains, while making important methodological contributions to the field.Īlthough the question of whether and how bilingualism affects executive functions has been extensively debated, less attention has been paid to the cognitive abilities of speakers of different varieties of the same language, in linguistic situations such as bidialectalism and diglossia. We find that bilinguals’ accuracy is on a par with their monolingual peers – however, they are faster in inhibition and working memory tasks. We use k-means nearest neighbour methods to match the groups and factor analysis to determine language proficiency. Our battery of executive function tasks taps into inhibition, updating and shifting. This study aims to take into account a range of relevant variables in combination with innovative analyses to investigate the performance of one unstudied language group, Greek–English bilingual children in the north of England, compared to monolingual control groups. However, uncontrolled factors or imperfectly matched samples might affect the reliability of these findings. Findings of bilingual participants outperforming their monolingual counterparts in executive functioning tasks have been repeatedly reported in the literature (Bialystok, 2017).
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