An intricate relationship between executive function and second‐language ability in a cohort of Uyghur‐Chinese bilingual children

Abstract The relationship between executive function and second‐language ability remains contentious in bilingual children; thus, the current study focused on this issue. In total, 371 Uyghur‐Chinese bilingual children ranging from 3 to 6 years old were assessed by a battery of tasks measuring language ability (expressive vocabulary tests, receptive vocabulary tests, and phonological awareness of both their first‐language and second‐language) and executive function (working memory, inhibition, and switching). Our results indicated that age is a crucial moderator of the relationship between second‐language ability and executive function. Specifically, executive function unilaterally predicted second‐language ability in children who were 3–4 years old, whereas second‐language ability and executive function bilaterally influenced each other in children who were 4–5 and 5–6 years old. These findings suggest that executive function and second‐language ability have an intertwined and causal relationship among preschool children during development. The theoretical implications of these findings are discussed. Research Highlights A counterfactual model showed causality between executive function and second language ability in Uyghur‐Chinese bilingual children. Executive function unilaterally predicted second language ability in the 3‐ to 4‐year‐old age group. Executive function and second language ability bilaterally influenced each other in the 4‐ to 5 and 5‐ to 6‐year‐old age groups.