Publication: An Interplay Of Bilingualism On Language Skills And Cognitive Functions Among Saudi International School Students
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Date
2025-05
Authors
Maayah, Aala Karim Okleh
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Abstract
This study investigates the influence of first language (l1) proficiency on second language (l2) development and executive functioning among saudi international students, contributing to bilingualism and cognitive psychology. Grounded in cummins' threshold and interdependence hypotheses, the research underscores the necessity of mastering both languages to achieve cognitive benefits, while higher l1 proficiency enhances l2 learning. Addressing a critical gap in existing literature, this study focuses on arabic-speaking populations traditionally underexplored in bilingual studies. A sample of 220 male secondary school students was selected to assess their proficiency in arabic and english and their cognitive performance through tasks such as the stroop task and verbal fluency assessments, utilizing toefl and gcse tests for language proficiency. Statistical analysis revealed a positive correlation between arabic proficiency (l1) and english performance (l2), supporting the interdependence hypothesis. Balanced bilinguals outperformed semi-bilinguals in cognitive tasks, particularly in lexical retrieval and phonemic fluency. At the same time, no significant correlations were found with socioeconomic status, parental education and occupation, or age of initial l2 exposure.
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Psycholinguistics