The role of executive function in the development of language and literacy skills: A Malaysian study of children with language weaknesses

Children with language weaknesses often struggle with deficiencies in executive functions, a set of cognitive processes crucial for goal-directed behaviour and cognitive control. Executive functions include working memory, inhibitory control, and cognitive flexibility, collectively shaping how individuals plan, organise, and adapt to tasks. In language

development, these executive functions play a pivotal role. For instance, working memory supports the temporary storage and manipulation of linguistic information; inhibitory control filters distractions, facilitates focused attention on linguistic details, and cognitive flexibility is crucial for adapting to diverse language structures. These dynamic

interactions highlight the significance of executive functions in language development, and it is further emphasised by research consistently demonstrating a positive correlation between robust executive function skills and stronger language abilities in children. Conversely, deficits in executive function are associated with language learning

challenges, impacting tasks that demand attention, working memory, and inhibitory control (Pauls & Archibald, 2016). This project addresses a critical gap in existing knowledge by scrutinising the nuanced relationship between executive function and language skills, particularly in children with

language weaknesses, within non-WEIRD (Western Educated Industrialized Rich Democratic) and non-alphabetic language contexts. As such, the project dovetails well with the aims of the Education Childhood & Youth Pathway, integrating insights from psychology, linguistics, and education. By providing a comprehensive understanding of

developmental processes and their implications for education in our rapidly changing global reality, the project contributes to each individual discipline while fostering a holistic perspective that can inform and enrich cross-disciplinary dialogues. The central research question of this study addresses the protective potential of executive

function skills for children with language weaknesses, a group at high risk for literacy difficulties and poor educational outcomes (Thompson et al., 2015; Bowyer-Crane et al., 2017). The investigation explores whether children with weak language skills, yet robust executive function skills exhibit improved literacy outcomes a year later, offering practical

insights for tailored interventions. The longitudinal and multivariate design of the study will yield a rich dataset, facilitating the use of advanced quantitative methods to address questions of causality across cognitive domains. By identifying early predictors that differentiate outcomes among children with language weaknesses, the research aims to

contribute to both theoretical understanding of developmental disorders and practical insights for tailored interventions. Lastly, the project underscores the importance of cross-cultural considerations in understanding language development and executive functions. Conducting the study with young Chinese-speaking children in Malaysia, outside the commonly studied North

American and Western European contexts, and in a non-alphabetic language, significantly advances the global understanding of these processes. It not only acknowledges the limitations of prior research but also underscores the imperative to specify commonalities and differences across cultural contexts and diverse language systems, thereby shaping

effective educational practices and support systems.