When a person attempts to express their thoughts in writing, they use a series of cognitive functions like working memory to access words and ideas they want to convey, phonological awareness of concepts such as syntax and more. And that is in their native language. A new study from the University of Kansas is among the first of its kind to examine cognitive functions and their role in teaching English learners to write in their second language. 

    The study performed a battery of bilingual cognitive tests with nearly 500 elementary-age English learners and found the relationships between English writing performance and cognitive skills became stronger as grades increased. However, the relationships between English writing and Spanish cognitive and reading determinants, for example, were mixed, indicating working memory capacity was especially important in the population’s performance in learning to write in their second language. 

    The findings not only shed light on how students learn to write, they could help lead to development of interventions to help English learners improve their writing abilities. Neuroscience reveals that working memory is a complex cognitive function involving multiple regions. The prefrontal cortex is central to working memory, handling the retention and manipulation of short-term information. 

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