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7 THE SHEPHERD • NOVEMBER 2024 • SAINT SPYRIDON GREEK ORTHODOX CHURCH OF SAN DIEGO GREEK LANGUAGE SCHOOL ΣΧΟΛΕΙΟ ΕΛΛΗΝΙΚΗΣ ΓΛΩΣΣΑΣ The Role of Executive Function- ing Skills in Learning a Second Language for Children and How to Improve Them Learning a second language is an enriching experience for children, opening doors to cultural diversity, cognitive development, and global opportunities. However, the pro- cess requires more than just memorizing vocabulary and grammar rules. It requires students to use higher order cognitive skills known as executive functioning skills. Ex- ecutive functioning skills enable individuals to manage their thoughts, actions, and emo- tions to achieve goals. They are critical for problem-solving, adapting to new tasks, and focusing on complex activities.When learn- ing a new language, these components are particularly important. For example, work- ing memory is necessary for remembering and applying grammar rules. Inhibitory con- trol helps a child suppress their first language while speaking the second one, and cogni- tive flexibility allows them to switch between languages with ease. Executive Functioning and Sec- ond Language Learning 1. Working Memory in Language Learning: Working memory enables children to retain new words, phrases, and grammatical struc- tures long enough to practice and consoli- date them into long-term memory. A child learning a second language must often hold several pieces of information in their mind simultaneously—for instance, listening to a sentence, understanding it, and then pre- paring to respond. A strong working memo- ry allows for faster recall and more efficient language processing. 2. Inhibitory Control and Focus: When learning a new language, children need to resist the impulse to rely on their first language. This requires inhibitory control to suppress automatic responses in their native language. For instance, if a child is asked to name an object in their second language, they need to inhibit their first instinct to use their primary language. Effective inhibitory control helps children focus on the target language and ignore irrelevant stimuli. 3. Cognitive Flexibility and Language Switching: Bilingual children are often required to switch between languages depending on the context or environment. Cognitive flexibil- ity allows for smooth transitions between linguistic systems. This skill is also crucial when children face unexpected changes in language use, such as varying accents or new vocabulary. Those with higher cogni- tive flexibility are better equipped to handle these challenges and adapt quickly. How to Improve Executive Func- tioning Skills in Children 1. Boost Working Memory Through Games and Activities such as “Simon Says” or mem- ory card games, repeating words or sentenc- es, practicing verbal short-term memory tasks, and sequencing and recalling activi- ties. 2. Enhance Inhibitory Control Through Mindfulness and Focused Practice through mindfulness exercises and tasks that require focus and attention (e.g., teaching pause and think before speaking, guided breathing or meditation). 3. Encourage Cognitive Flexibility with Multitasking Activities such as puzzles, board games like chess or checkers, and tasks that require quick adaptation (i.e., role-play- ing or storytelling with changing prompts). 4. Support Executive Functioning with Structured Routines such as regular prac- tice, set learning goals, breaking tasks into smaller steps and consistent exposure to the new language. 5. Interactive and Immersive Language Learning such as interactive games, cultur- al activities, watching cartoons or shows in the target language, and participating in lan- guage-based scavenger hunts. Conclusion Executive functioning skills are crucial for the successful acquisition of a second lan- guage in children. These cognitive abilities enable them to retain, process, and apply new linguistic information while managing distractions and switching between lan- guages. By intentionally supporting and im- proving these executive functioning skills through structured routines, interactive ac- tivities, and focused games, parents and edu- cators can help children become more adept language learners. As their executive func- tioning strengthens, so will their capacity to master a second language with confidence and ease. Nancy Provataris, PhD Greek Language School Director FROM THE PUBLISHER In order to facilitate the handling of the content submitted for publication, minimize the chance of any omissions, errors, and keep our newsletter timely & beautiful, the Church office and myself would like to ask you for your attention in the following matters: 1. Always submit your submission by the posted newsletter deadline found in the calendar for the following month. 2. Always forward your content to the Church Office , whether you choose to also send it to me or not. The office needs to be aware of and approve all submissions beforehand. 3. Make sure that any photos you submit are of decent quality for publication and always send them at FULL SIZE as they were taken by your camera. Make sure your email device does not reduce their size when sending. And ask yourself: “Does this photo tell a good story? 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