Dual-language immersion (DLI) experience has been linked to enhanced reading and math skills in minority- and majority-language elementary school children. However, it remains unclear whether DLI experience can also enhance executive functioning. The current study took a longitudinal approach to this question and examined the effect of DLI experience on the development of executive function skills in majority-language children over a 1-year period. In total, 33 monolingual children attending English-only classrooms (M_age = 9.17 years, SD = 1.03) and 33 English–Spanish bilingual children attending DLI classrooms (M_age = 9.27 years, SD = 0.94) matched on age, gender, nonverbal IQ, and socioeconomic status were tested twice, 1 year apart, on nonverbal measures of inhibition, shifting, switching, and monitoring. Results revealed a significant interaction between group and year only on the response inhibition task, with bilinguals showing superior inhibition in Year 1 but not in Year 2. The two groups performed equivalently on all other measures at both time points. Results suggest that classroom DLI has a minimal impact on executive functions, at least as tested in the current study.

双语沉浸式 (DLI) 体验与增强少数语言和多数语言小学生的阅读和数学技能有关。然而，尚不清楚 DLI 经验是否也可以增强执行功能。目前的研究对这个问题采取了纵向方法，并检查了 DLI 经验对一年内多数语言儿童执行功能技能发展的影响。总共有 33 名单语儿童就读于纯英语课堂（M_年龄 = 9.17 岁，SD  = 1.03）和 33 名英语-西班牙语双语儿童就读 DLI 课堂（M_年龄 = 9.27 岁，SD = 0.94) 对年龄、性别、非语言智商和社会经济地位匹配的人进行了两次测试，相隔 1 年，对抑制、转移、转换和监测的非语言测量进行了测试。结果显示，仅在反应抑制任务上，组和年份之间存在显着的相互作用，双语者在第 1 年表现出优异的抑制作用，但在第 2 年则没有。两组在两个时间点的所有其他指标上表现相当。结果表明，课堂 DLI 对执行功能的影响最小，至少在当前研究中测试过。