The number of Dual Language Learners (DLLs) in the United States is rapidly increasing, with over 25% of the preschoolers speaking a language other than English at home leading to a need to examine skills that contribute to their achievement. Executive Control (EC), or the ability to regulate attention, affect, and behavior effectively, is one skill that is particularly important for preschool children to develop. EC has been examined for monolingual children as a single construct, and as two related constructs, Cool Executive Control (CEC) and Hot Executive Control (HEC), and is associated with later academic outcomes. The purpose of this study was to extend the EC research to DLL preschoolers, determine if EC is a one or two factor construct in a sample of DLLs, and examine if the construct relates to DLL children’s science achievement. Structural equation modeling was used with a sample of 181 DLL children enrolled in Head Start. In line with previous research on monolingual Head Start children, EC emerged as two distinct latent factors, CEC and HEC. This study also examined the association between concurrent CEC, HEC, and science achievement. CEC was positively associated with DLLs’ science achievement, whereas HEC was not. These findings stress the importance of measuring the two dimensions of DLLs’ EC separately as they differentially relate to science achievement.

在美国，双语言学习者（DLL）的数量正在迅速增加，超过25％的学龄前儿童在家说英语以外的其他语言，因此需要研究有助于他们取得成就的技能。执行控制（EC）或有效调节注意力，情感和行为的能力，是一项对学龄前儿童发展特别重要的技能。EC已作为一个单独的结构以及两个相关的结构，即酷执行控制（CEC）和热执行控制（HEC），对单语儿童进行了检查，并且与以后的学习成绩相关。这项研究的目的是将EC研究扩展到DLL学龄前儿童，确定DLL样本中EC是一因素还是两个因素，并检查该建构是否与DLL儿童的科学成就有关。结构方程模型用于在Head Start中注册的181个DLL子级样本。与以前对单语言“头开始”儿童的研究一致，EC成为两个不同的潜在因素，CEC和HEC。这项研究还研究了同时发生的CEC，HEC和科学成就之间的关联。CEC与DLL的科学成就呈正相关，而HEC与之无关。这些发现强调了分别测量DLL的EC的两个维度的重要性，因为它们与科学成就存在差异。CEC与DLL的科学成就呈正相关，而HEC与之无关。这些发现强调了分别测量DLL的EC的两个维度的重要性，因为它们与科学成就存在差异。CEC与DLL的科学成就呈正相关，而HEC与之无关。这些发现强调了分别测量DLL的EC的两个维度的重要性，因为它们与科学成就存在差异。