Effects of bilingualism on cognitive inhibition and academic achievement in school-aged children

Bilingualism refers to the ability to use two languages functionally. This study investigated the impact of bilingualism on cognitive inhibition and academic performance in 110 children aged 8 to 12, divided into bilingual and monolingual groups. Inhibitory control was assessed using the Stroop and Junior Hayling tests. Bilingual children demonstrated significantly higher scores on the Stroop task, reflecting enhanced inhibitory control compared to their monolingual peers. The Mann–Whitney test confirmed a statistically significant difference between the two groups, with bilingual children outperforming monolinguals on the Stroop task. Several significant correlations were identified. A moderate positive correlation was found between the Stroop and Hayling test scores, indicating internal consistency in measuring inhibitory control. A moderate positive correlation was also observed between the duration of bilingualism and Stroop performance, suggesting that prolonged exposure to two languages may enhance certain aspects of cognitive inhibition. Age showed a weak correlation with Hayling performance, possibly reflecting the gradual maturation of verbal inhibition mechanisms. Importantly, bilingual status exhibited a strong and significant correlation with academic achievement, highlighting a robust link between bilingualism and school performance. Additionally, a moderate correlation was found between Hayling scores and academic outcomes, suggesting that verbal inhibition skills may support learning processes. No significant correlations were observed between cognitive performance and either parental education level or participants' sex. Finally, chi-square analysis revealed a significant association between linguistic status and socioeconomic level. However, no significant associations were found between linguistic status and either sex or parental education. Overall, the findings suggest that early bilingualism may foster the development of inhibitory control, thereby contributing to improved academic performance in school-aged children.

Sleh Eddine Saadi is a clinical psychologist and psychotherapist specializing in various therapeutic modalities, including hypnosis, psychodrama, and schema therapy. He holds a master’s degree in clinical psychology from the University of Tunis and completed a Certificate of Advanced Studies in Brief Therapies at the Faculty of Medicine of Tunis. His main areas of interest include mental health, addictions, and cognitive development in children. He is currently working as a clinical psychologist and psychotherapist in the Mental Health Department at Mohamed Tahar Maamouri Hospital in Nabeul, Tunisia.